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8 


Annual  Report 


Annual  Report 
I 


i 


i 


iiiiij 
■ 


Perkins 
School 
fortheBlin 

Watertown,  Massachusetts 


One  Hundred  and  Fifty-Fourth 

Annual  Report 
of  Perkins  School 
for  the  Blind  1985 

Incorporated  March  2,  1 829 

An  accredited  member  since  1947  of 
The  New  England  Association  of  Colleges 
and  Secondary  Schools. 

An  accredited  member  since  1 970  of  the 
National  Accreditation  Council  for  Agencies 
Serving  the  Blind. 

Officers 

of  the 

Corporation  1985-1986 


President 

C.  Richard  Carlson 

Vice-Presidents 

Mrs.  Mason  Fernald 
Dudley  H.  Willis 

Secretary 

William  A.  Lowell 

Treasurer 

John  W.  Bryant 

Assistant  Treasurer 

H.  Oilman  Nichols 

Board  of  Trustees 

Mary  Alice  Brennan-Crosby* 
C.  Richard  Carlson* 
William  Edwards 
Mrs.  Mason  Fernald 
Albert  Gayzagian* 
Paul  S.  Goodof 

'Appointed  by  the  Governor  of  the  Commonwealth 


Loretta  Warner  Holway 
Dr  Frederick  Lovejoy 
H.  Oilman  Nichols 
Nicholas  U.  Sommerfeld 
Charlotte  Sorenson* 
Dudley  H.  Willis 

Honorary  Trustees 

Roland  M.  Achin 
David  Cheever 
Gardner  Cushman 
John  Lowell 
Ralph  B.  Williams 


8  6  Annual  Report 


CONTENTS 

Report  of  the  Director 3 

Annual  Meeting  of  the  Corporation 22 

Report  of  the  President  23 

Officers  of  the  Corporation  27 

Members  of  the  Corporation 28 

Officers  1830-1985 30 

Trustees  1830-1985  30 

Perkins  Personnel 33 

List  of  Students  1 985-1 986 41 

Student  Registration  as  of  November  1 ,  1985 44 

Treasurer's  Report 46 

Accountants'  Report  and  Financial  Statements 47 

School  and  Howe  Press  Funds 64 

The  Perkins  Endowment inside  back  cover 

Form  of  Bequest inside  back  cover 


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Annual  Report 


REPORT 

of  the 
DIRECTOR 
to  the 
CORPORATION 


In  describing  the  School  Year  1984-1985,  it  was 
initially  important  for  me  to  analyze  our  progress 
within  the  context  of  Perkins'  commitment  to  its 
students  and  clients  over  one  hundred  and  fifty-five 
years.  While  all  of  us  are  truly  committed  to  address- 
ing our  present-day  Instructional  and  Clinical  Pro- 
grams, and  while  all  of  us  are  committed  to  long-term 
planning  goals  for  the  future,  it  is  important  at  times 


for  all  of  us  to  remember  and  reflect 
upon  the  significant  number  of  Cor- 
poration Members,  Trustees,  and 
Staff  who  have  contributed  years  of 
quality  service  to  Perkins  and  the 
thousands  of  students  and  clients 
who  have  been  enrolled  in  our 
Programs. 

We  are  all  part  of  an  organization 
that  has  made  many  contributions  to 
the  field  of  blindness  and  deaf- 
blindness,  and  our  responsibility  for 
the  present  and  future  is  to  ensure 
the  development  and  the  continuation 
of  quality  and  accountable  services 
for  every  student  and  client  we  serve, 
as  well  as  their  parents  and  their 
advocates. 

The  School  Year  1984-1985  was  a 
productive  and  very  challenging  year 
for  me,  as  I  assumed  the  position  of 
Acting  Director  on  January  1 ,  1 985. 
From  January  through  July,  1985, 
when  I  was  appointed  Director  by  the 
Trustees,  I  had  the  opportunity  to 
work  closely  with  the  full  Board  of 
Trustees  and  many  administrative 
and  supervisory  staff  at  Perkins  in  the 
designing  of  an  administrative  struc- 
ture at  Perkins. 

I  also  had  the  opportunity  to  fully 
analyze  all  budgetary  aspects  of  the 


School,  including  each  Program  and 
Department  and  accountable  and 
realistic  budgetary  systems  have 
been  designed  throughout  the  School 
to  ensure  a  cost-effective  analysis  of 
Programs  and  Services  that  we  offer 
to  our  students  and  clients. 

The  creation  of  the  position  of 
Director  of  Finance  and  Support  Ser- 
vices has  been  a  tremendous  asset  to 
the  Director's  Office  and  the  perfor- 
mance of  Jack  Gleason  and  his  staff 
in  the  Business  Office  have  helped 
generate  financial  information  that 
assists  all  supervisory  and  administra- 
tive staff  at  Perkins. 

Another  component  of  the  adminis- 
trative restructuring  at  Perkins  has 
been  the  decision  to  combine  the 
areas  of  Development  and  Public 
Relations,  and  Harry  Colt  will  serve 
the  School  as  Director  of  these  areas. 
I  will  be  working  closely  with  Harry 
and  the  Board  of  Trustees  on  the 
development  of  a  Feasibility  Study 
and  a  subsequent  Capital  Campaign 
to  address  the  financial  support  that 
will  be  necessary  to  implement  the 
recently  developed  Masterplan  of  the 
Perkins  Campus. 

(continued  on  next  page) 


During  the  School  Year  1984-1985 
the  architectural  firm  of  Shepley, 
Bullfinch,  Richardson,  and  Abbott  of 
Boston  worked  closely  with  a  signifi- 
cant number  of  staff  members  at 
Perkins  to  determine  and  identify  a 
programmatic  and  facilities  Master- 
plan  that  will  be  implemented  over  a 
number  of  years  to  restore  and  main- 
tain the  present  campus  facilities,  and 
to  consider  a  few  new  construction 
projects  which  may  be  designed  to 
better  serve  selected  students  and 
clients. 

Program  Stud 

Preschool 
Lower  School 

Secondary  Services 

Severe  Impaired 
Deaf-Blind 


Adult  Services 


Total  On-Campus  Program 


We  are  very  satisfied  with  the 
results  of  the  Masterplan  and  the 
School  Year  1985-1986  will  see  the 
beginning  stages  of  implementation 
and  the  finalizing  of  priority  projects. 

During  the  School  Year  1984-1985 
the  population  within  all  of  our  On- 
Campus  Programs  remained  stable 
and  the  following  list  outlines  the 
specific  number  of  students  or  clients 
enrolled  during  the  School  Year. 


ts/ClienI 

Is        Supervisors 

6 

Tom  Miller 

34 

Larry  Melander 
Mary  McDonagh 

64 

Cynthia  Essex 
Betty  Holbrook 

13 

Dae  Murphy 

72 

Mike  Collins 
Cris  Castro 
Martha  Majors 
Mary  McDonagh 

24 

Barbara  Boeger 
Cindy  Shulak-Rome 
Cheryl  Flynn 

213 


The  Deaf-Blind  Program  continued  to  operate  the  following  Grants  during  the 
School  Year  1984-1985: 


Grant 

New  England  Center 
for  Deaf-Blind  Services 

Vocational  Grant 

Total  Life  Skill  Grant 

I  would  personally  like  to  thank  all 
of  the  Program  Supervisors,  Spencer 
Moore,  the  Coordinator  of  Clinical 
Services,  and  Claude  Ellis,  Coordina- 
tor of  Instructional  Support  Services, 
for  their  on-going  and  consistent 
support.  I'm  very  fortunate  to  have  all 
of  these  individuals  on  our  staff  and 
their  contribution  and  their  commit- 
ment to  staff,  students,  and  clients 
helps  to  ensure  quality  services. 


Grant  Administrator 

Marianne  Riggio 

Betsy  McGinnity 

Debra  Kamen 

Our  Outreach  and  Projects  With 
Industry  Program  continues  to 
expand  and  our  increased  involve- 
ment with  public  school  students  and 
blind  adults  who  are  interested  in 
training  opportunities  within  various 
businesses  and  industries  are  note- 
worthy. Julie  Anderson  supervises 
both  of  these  Programs,  and  she  also 
has  a  very  capable  and  responsive 
staff. 


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Annual  Report 


Our  Community  Living  Services 
Program  continues  to  expand  with 
the  opening  of  our  first  Intermediate 
Care  Facility  Type-B,  which  is  serving 
eight  multi-impaired  blind  and  deaf- 
blind  clients,  and  additional  Com- 
munity Residence  Programs  will  be 
opened  during  the  School  Year  1985- 
1986.  Barbara  Boegerand  Sally 
Sparks  oversee  our  Community  Liv- 
ing Services  Program  and  they,  and 
their  staff,  have  maintained  quality 
services  to  an  ever-increasing 
number  of  clients  who  are  served  in 
our  community-based  housing 
program. 

Our  Infant  Toddler  Program  pro- 
vided services  to  over  twenty-five 
children  and  their  parents,  and  we  are 
pleased  with  our  affiliations  with  a 
number  of  Early  Intervention  Pro- 
grams throughout  Massachusetts  and 
other  New  England  States. 

In  addition  to  providing  direct 
instructional  services  to  infants  and 
toddlers,  we  provide  a  wide  array  of 
Clinical  Services,  as  we  do  for  all  of 
ouron-campus  programs.Clinical 
Services  at  Perkins  have  evolved  into 
a  Clinical  Liaison  Model  which  has 
enhanced  our  comprehensive  and 
accountable  service  delivery  system. 

The  Teacher  Training  Program 
provided  consultation  and  direct  ser- 
vices to  two  American  and  eight 
Overseas  Trainees,  and  we  began 
preliminary  discussions  to  coordinate 
our  Teacher  Training  Program,  with 
both  Outreach  Services  and  Howe 
Press  efforts.  Liz  Sparks  and  Cafer 
Barkus  have  worked  closely  with  me 
on  additional  program  development 
possibilities,  and  we  look  forward  to 
strengthening  our  affiliation  with  the 
Special  Education  Program  at  Boston 
College.  The  School  and  Research 
Libraries  continue  to  serve  both  staff 


and  students/clients  on  a  regular 
basis  and  the  cooperation  of  our 
Librarians  is  very  much  appreciated. 
The  efforts  of  our  Regional  Library 
staff  have  resulted  in  better  circula- 
tion figures  to  better  meet  the  needs 
of  blind  adults  throughout  Massachu- 
setts and  New  England. 

I  would  also  like  to  thank  Link 
Higgins,  John  Marchant,  and  their 
staff  from  our  Food  Service  Depart- 
ment for  their  daily  attention  to  Pro- 
gram and  Cottage  needs. 

Special  thanks  to  Bill  Schmitt,  our 
new  Superintendent  of  Grounds  and 
Maintenance,  and  his  staff  for  work- 
ing consistently  on  upgrading  and 
maintaining  our  Campus,  and  we  look 
forward  to  additional  systems  devel- 
opment in  assuring  a  consistent  and 
responsive  support  network  for  all 
Program  and  Cottage  Staff. 

This  year  I've  had  the  pleasure  of 
becoming  familiar  with  the  dedicated 
Staff  employed  at  the  Howe  Press. 
Their  commitment  over  the  years  has 
insured  the  on-going  and  consistent 
development  of  the  Perkins'  Brailler 
and  other  quality  aids  and  appliances 
for  the  Blind.  This  commitment  to 
quality  has  positively  affected  many 
blind  people  both  in  the  United  States 
and  around  the  world. 

In  closing,  I  would  like  to  thank  all 
of  the  Secretaries  at  Perkins.  They 
provide  a  consistency  and  stability  to 
all  our  Programs  and  Departments 
and  their  effort  is  very  much  appre- 
ciated by  all  of  the  staff  at  Perkins. 

We  look  forward  to  the  School  Year 
1985-1986  knowing  that  our  mission 
is  clearer  and  better  defined,  and  we 
feel  optimistic  about  the  future,  cog- 
nizant of  our  strength  and  our  com- 
mitment to  quality  and  accountable 
services. 


PRESCHOOL 

SERVICES 

PROGRAM 


During  the  1984-85  school  year,  the  Preschool 
Services  Program,  which  serves  children  birth 
through  six  years  of  age,  experienced  a  continued 
expansion  of  services  to  meet  the  needs  of  visually 
impaired  and  multi-handicapped  Infants,  toddlers  and 
preschoolers  in  Massachusetts. 


The  Preschool  Services  staff  is 
composed  of  four  teachers,  two 
teacher  assistants,  a  social  worker,  a 
program  supervisor,  and  a  team  of 
clinical  service  personnel  who  work 
together  as  a  multi-disciplinary  unit 
to  provide  comprehensive  services  to 
children  and  their  families.  A  stable 
corps  of  volunteers  rounds  out  the 
staff  and  offers  the  additional  care 
and  attention  so  often  needed  by  the 
children. 

Although  their  common  goal  is  to 
provide  educational  and  social  ser- 
vices for  the  children  and  families  in 
the  program,  the  Infant-Toddler 
(birth-three)  and  the  Preschool 
(three-six)  Units  employ  two  different 
service  models. 

The  Infant-Toddler  Unit  is  essen- 
tially a  home-based  program;  i.e., 
services  are  provided  to  the  children 
and  their  families  on  a  weekly  or  bi- 
weekly basis  within  the  family's 
home.  Parents  and  teachers  become 
partners  in  facilitating  and  formulat- 
ing an  ongoing  developmental  pro- 
gram for  the  individual  child.  One  day 
per  week,  parents  and  their  children 
also  attend  "School  Day"  at  the 
Perkins  School  for  the  Blind.  During 
this  time,  the  children  are  provided 
with  a  variety  of  learning  and  diag- 
nostic activities,  and  the  parents  par- 
ticipate in  a  support  group  to  share 
emotional,  developmental  and  educa- 
tional concerns. 


During  the  1984-1985  school  year, 
the  Infant-Toddler  Unit  provided 
direct  services  to  an  ongoing 
caseload  of  25  children.  Outreach 
services  in  the  form  of  functional 
vision  and  developmental  evaluations 
of  individual  children,  program 
consultations,  and  inservice  training 
for  other  early  intervention  programs 
also  increased  in  intensity  over  last 
year.  Finally,  efforts  continued  to 
identify  some  alternate  funding 
sources  within  the  state  and  will 
continue  to  be  pursued  on  the  state 
and  local  levels  during  this  year. 

The  Preschool  Unit  (three-six 
years)  offers  a  combination  of  both 
center-based  and  home-based  teach- 
ing for  six  multi-handicapped  child- 
ren. The  children  come  to  Perkins  on 
a  daily  basis  for  a  half-day  school 
program  at  the  Preschool  House.  Dur- 
ing this  time,  the  teacher,  assistants, 
and  clinical  staff  work  as  a  team  to 
foster  student  development  as 
defined  by  each  child's  individual 
needs.  On  a  bi-weekly  basis  in  the 
afternoon,  the  teachers  provide  home 
visiting  services  to  the  children  and 
their  families  so  that  they  can  jointly 
define  their  child's  educational  needs 
and  allow  for  optimal  consistency 
between  home  and  school  activities. 

The  Preschool  parent  group  also 
met  one  to  two  times  per  month  for 
both  parent  support  and  informa- 


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Annual  Report 


tional  exchanges.  The  past  school 
year  also  brought  some  physical 
changes  in  the  Preschool  Unit  with 
completion  of  an  age-appropriate 
playground  space  and  the  purchase 
of  indoor  storage  units  to  facilitate 
program  organization  of  supplies  and 
educational  aids. 

Once  again,  Perkins  School  for  the 
Blind  was  the  conference  site  for  the 
second  New  England  Seminar  for 
Families  of  Visually  Impaired  Pre- 
school Children  (ages  birth-seven 
years).  The  conference  is  planned 
and  organized  each  year  by  a  com- 
mittee of  parents  and  professionals 
from  the  six  New  England  states. 
Approximately  150  parents  attended 
this  year's  conference  which  had  as 
its  primary  theme  the  development  of 


parent-professional  partnerships  in 
providing  coordinated  services  to  vis- 
ually impaired  preschoolers.  Planning 
has  already  begun  for  our  third  con- 
ference which  will  be  held  in  April  of 
1986. 

In  the  1985-86  school  year,  the  Pre- 
school Services  Program  looks  for- 
ward to  another  year  of  growth  and 
development.  Two  major  program- 
matic goals  include:  participation  in  a 
statewide  project  for  the  identification 
of  birth  to  three-year-old  deaf-blind 
children  with  the  New  England  Cen- 
ter for  Deaf-Blind  Services;  and  the 
expansion  of  outreach  services  for 
both  early  intervention  and  preschool 
services  throughout  the  state. 


Tom  Miller, 
Program  Supervisor 


PRIMARY 

and 

INTERMEDIATE 
PROGRAM 


During  the  1984-85  school  year,  the  Primary  and 
Intermediate  Program  served  35  students  in  nine 
classrooms.  Since  during  the  previous  year  we  served 
a  total  of  39  students,  this  represents  a  loss  of  four.  On 
a  part-time  basis,  however,  one  Lower  School  teacher 
did  provide  itinerant  services  to  three  elementary  stu- 
dents from  the  city  of  Somerville.  As  in  previous  years 
the  houseparents  in  the  Program  provided  aide 


services  in  the  classrooms  by  utilizing 
an  alternating  system  of  residential 
and  classroom  coverage.  This  helped 
to  ensure  that  those  skills  learned  in 
the  classroom  and  in  special  subjects 
and  therapies  are  reinforced 
throughout  each  student's  entire  day. 
It  also  underscores  the  critical  role 
that  is  played  by  the  houseparent 


staff,  in  their  dual  roles  of  aides  and 
residential  care  providers. 

After  one  year  of  successful  opera- 
tion, the  pre-vocational  shop  area 
became  an  integral  part  of  the  school 
day  as  did  the  instructional  kitchen. 
Both  areas  were  used  by  nearly  every 
class  and  provided  two  additional 


offerings  not  often  found  in  an  ele- 
mentary level  program.  Typing  con- 
tinues to  be  provided  to  a  good  por- 
tion of  older  students  and  additional 
computers  with  special  adaptive  fea- 
tures are  available  for  the  use  of  both 
student  and  staff. 

During  this  past  year  a  regular  horse- 
back riding  program  for  Primary  and 
Intermediate  students  was  organized 
with  the  Windrush  Farms  of  North 
Andover,  MA.  This  has  had  numerous 
benefits  for  our  students  in  addition 
to  being  enjoyable  and  exhilarating. 

Regular  monthly  meetings  of  the 
Parents'  group  continued  this  year 
with  several  guest  speakers,  support 
sessions,  and  the  annual  Christmas 
get-together  and  Spring  picnic.  Two 
Open  House  Weeks  allowed  the  par- 
ents to  visit  classes  and  meet  with 
teachers. 

For  the  fifteenth  consecutive  year 
the  Program  visited  the  Cape  Cod 
National  Seashore  in  Eastham.  This 
yearly,  week-long  trip  was  one  of  the 
important  highlights  of  the  school 
year,  as  was  the  annual  Summer 
School  held  during  the  month  of  July. 
This  past  summer  several  students 
from  public  school  joined  us  for  the 
five  week  session. 


Assembly  programs  with  guest 
singers,  storytellers,  and  other  per- 
formers were  provided  during  the 
year,  and  program  activities  and 
shows  given  by  special  teachers 
added  more  experiences  for  the  stu- 
dents. Field  trips,  both  during  school 
hours  and  after  school,  also  added  to 
the  enrichment  of  everyone. 

Finally,  once  again,  the  Program 
has  profitted  greatly  from  the  highly 
professional  services  of  the  Clinical 
Staff  which  has  been  an  integral  part 
of  the  success  of  this  past  school 
year.  Direct  services,  specific  consul- 
tation to  the  instructional  and  child 
care  staff,  and  general  support  to  the 
administration,  the  entire  staff,  and 
parents  has  been  extremely  valuable 
and  greatly  appreciated. 

The  central  question  for  the  future 
of  the  Primary  and  Intermediate  Pro- 
gram is  population  stability.  If  the 
numbers  continue  within  the  current 
range,  the  variety  of  service  delivery 
will  not  change  appreciably.  If  this 
does  not  happen,  the  scope  of  the 
Program  is  likely  to  change.  Never- 
theless, every  effort  will  be  made  to 
continue  to  provide  the  highest  qual- 
ity of  services  to  young  multiply 
impaired  students. 

Lawrence  J.  Melander, 
Supervisor 


SECONDARY 
SERVICES 


The  Secondary  Services  program  served  sixty-nine 
students  during  the  1984-85  school  year.  The 
range  of  the  population,  the  capabilities,  the  limita- 
tions and  the  needs  of  the  students,  and  the  number  of 
staff  assigned  to  the  program  remained  about  the  same. 

The  program  continued  to  use  the  classrooms  on 
the  west  side  of  the  Howe  Building  and  several  class- 
rooms on  the  east  side  of  the  Howe  Building.  Pre- 


8 


Annual  Report 


vocational  and  home  economics 
classes  were  located  in  buildings  in 
other  parts  of  the  campus.  The  four 
west  close  cottages  and  Keller- 
Sullivan  cottage  were  occupied  by 
Secondary  students. 

An  ungraded  Junior  High  program, 
graded  and  ungraded  programs  for 
high  school  students,  and  part-time 
programs  for  visually  impaired  stu- 
dents from  public  high  schools  were 
offered.  Secondary  students  con- 
tinued to  attend  Watertown  High 
School  classes,  and  two  Secondary 
students  were  granted  Watertown 
High  School  diplomas,  having  suc- 
cessfully completed  their  senior  class 
programs  at  Watertown  High  School. 

The  Secondary  Services  pre- 
vocational  program  continues  to 
emphasize  exploration,  skill  building 
and  work  experiences.  On-campus 
work  activities,  sales,  and  caning 
programs  continued  to  operate  as 
small  businesses,  a  food  service  pro- 
gram prepared  noon  meals  for  thirty 
people,  and  students  were  again 
placed  in  a  Work  Satellite  program  at 
the  Howe  Press.  Off-campus  place- 
ments in  areas  such  as  horticulture 
were  also  offered  to  eligible  students. 

Approximately  fifty  students 
attended  a  five-week  summer  pro- 
gram. Again,  the  New  Jersey  Com- 
mission for  the  Blind  contracted  with 
Perkins  to  provide  a  special  summer 
program  to  multi-impaired  commis- 
sion clients  of  secondary  age.  Evalua- 


tion of  pre-vocational,  independent 
living,  and  social  skills  was  the  focus 
of  the  program. 

The  computer  program  in  Secon- 
dary Services  expanded  rapidly  and  a 
number  of  Apple  computers  and  prin- 
ters were  added  to  existing  equip- 
ment. Large  print  screens  made  many 
of  these  computers  accessible  to  stu- 
dents. Through  in-service  training. 
Secondary  staff  members  began  to 
use  the  computers  for  administrative 
and  clerical  tasks  and  also  introduced 
the  computers  to  a  number  of  stu- 
dents, many  of  whom  began  to  gain 
skills  such  as  word  processing  and 
printing.  Computers  especially 
designed  for  the  blind,  such  as  the 
Versabraille  II,  were  also  obtained 
and  students  were  instructed  in  their 
use. 

Secondary  students  participated  in 
a  wide  range  of  activities  by  joining 
the  swim  team,  the  track  team,  the 
wrestling  team  or  the  cheerleaders. 
Many  students  were  members  of  the 
chorus,  the  chamber  singers  or  the 
handbell  group,  and  took  part  in  the 
Christmas  Concerts,  the  Spring 
Cabaret  Review  or  the  Handbell  Fes- 
tival. Others  participated  in  scouting 
activities  and  the  week  long  summer 
camping  trip. 

In  June,  Secondary  Services  grad- 
uated three  students  with  diplomas 
and  five  students  with  special 
certificates. 

Cynthia  Essex, 
Supervisor 


DEAF-BLIND 
PROGRAM 


¥  n  1984-1985,  the  Deaf-Blind  Program  served  69 
-'■students,  most  of  adolescent  age.  The  group  of  stu- 
dents In  the  population  peak,  as  a  result  of  the  Rubella 
epidemic  of  the  60's,  are  now  20-22  years  of  age.  Con- 
sequently, this  program  is  heavily  involved  in  planning 
the  transitions  of  these  students  into  the  adult  services 
delivery  system.  It  is  anticipated  that  50%  of  our  cur- 
rent students  enrolled  will  become  22  and  depart  the 
program  over  the  next  three  years. 


Conversely,  the  Deaf-Blind  Pro- 
gram has  experienced  a  significant 
increase  in  the  admission  of  younger 
students  in  the  past  18  months.  Over 
this  period  of  time,  nine  students  in 
the  five-to-seven  age  range  have  been 
admitted,  necessitating  once  again 
the  development  of  a  unit  for  young 
children  within  the  program.  Simul- 
taneously, referrals  of  other  new 
children  in  the  eight-to-fourteen  age 
range  have  also  occurred.  Thus,  a 
stable  enrollment  of  55  to  60  students 
is  projected  after  the  "Rubella  peak" 
population  graduates. 

As  of  September  30,  Perkins  con- 
cluded operation  of  two  federally 
funded  grants.  The  Vocational  f^odel 
Project  was  successful  in  placing  27 
of  the  students  in  sheltered  work 
placements  during  a  two-year  period. 
Simultaneously,  the  Total  Life  Plan- 
ning Grant  was  successful  in  impact- 
ing significantly  on  the  state's  servi- 
ces to  our  students  as  they  become 
adults,  and  a  comprehensive  daily  liv- 
ing skill  program  was  developed.  We 
have  just  received  a  new  three-year 
grant  to  continue  our  efforts  in  Total 
Life  Planning. 


Perkins  is  currently  entering  its 
second  grant  year  as  the  host  agency 
for  the  New  England  Center  for  Ser- 
vices to  Deaf-Blind  Children.  Use  of 
these  federal  funds  is  now  directed  to 
serving  children  who  are  not  served 
by  their  state's  mandatory  education 
laws,  and  to  providing  technical 
assistance  to  programs.  Direct  servi- 
ces to  children  with  these  funds  is 
now  emphasized.  As  of  this  writing,  it 
is  unlikely  that  Regional  Centers  for 
the  deaf-blind  children  will  exist 
beyond  the  1985-1986  school  year. 

In  summary,  the  past  year  has 
brought  many  successes  in  preparing 
older  adolescents  for  departure  from 
Perkins,  and  in  advocating  for  their 
future  needs,  it  has  also  brought  us  a 
new  young  population  to  serve,  and  it 
has  brought  our  staff  the  challenge  of 
being  multiply  focused  on  several 
special  needs  simultaneously.  It  is 
with  pride  that  one  reflects  on  a  tal- 
ented staff,  who  are  capable  of  doing 
a  variety  of  tasks  well. 


Michael  T.  Collins, 
Supervisor 


10 


8 


Annual  Report 


SEVERE 

IMPAIRED 

PROGRAM 


The  Severe  Impaired  Program  serves  severely 
disabled  adolescents  ages  10  to  22.  The  students' 
functional  levels  range  from  six  months  to  five  years 
and  their  disabilities  include  blindness,  deaf-blindness, 
physical  problems,  and/or  medical  concerns. 

The  program  began  accepting  students  during  the 
summer  of  1983  and  since  then  has  grown  to  the  pres- 
ent population  of  13  students.  Of  these,  two  of  the  stu- 


dents are  day  students  only,  and  the 
rest  are  served  both  day  and 
residentially. 

An  increase  in  independence  for  all 
students,  no  matter  what  their  skill 
level,  is  the  primary  focus  of  the  pro- 
gram. As  students  acquire  more 
skills,  they  are  able  to  progress 
upward  from  the  first  level  sensory 
classroom.  In  this  classroom  the 
basic  emphasis  is  teaching  senso- 
ry/motor integration,  pre- 
communication  skills,  basic  self- 
awareness  skills,  basic  daily  living 
skills,  and  other  aspects  of  early  cog- 
nitive development.  The  next  class- 
room level  is  the  basic  operations 
classroom.  Here,  the  concentration  is 
on  refining  the  above  areas  as  well  as 
increasing  fine  motor  skills  in  order  to 
learn  beginning  pre-vocational  skills. 
The  highest  level  classroom  in  the 
Severe  Impaired  Program  is  the  pre- 
vocational  classroom.  This  classroom 
emphasizes  functional  communica- 
tion as  well  as  pre-vocational  skills. 
The  students  utilize  the  work  activi- 
ties room  on  campus  two  mornings  a 
week  in  preparation  for  future  work 
placements. 


A  24-hour  program  requires  much 
consistency  on  the  part  of  the  staff. 
Therefore  day,  residential  and  clinical 
staff  meet  regularly  to  ensure  unifor- 
mity of  the  teaching  methods.  Along 
with  carrying  over  many  of  the  day- 
time programs,  the  residential  staff 
also  teach  the  students  recreational 
skills,  leisure  time  activities,  creative 
expressive  activities,  and  beginning 
social  skills. 

Although  minor  changes  in  pro- 
gram structure  are  always  necessary 
in  order  to  meet  the  needs  of  the  indi- 
vidual students,  the  Severe  Impaired 
Program  is  past  the  initial  growing 
phase. 

We  interact  with  the  other  pro- 
grams on  campus  and  often  plan  joint 
activities.  We  use  the  many  facilities 
on  campus  that  Perkins  has  to  offer. 
Off  campus  activities  are  also  a  regu- 
lar part  of  the  schedule  as  our  stu- 
dents are  learning  community  aware- 
ness skills.  On  campus,  in  the 
community,  and  in  the  educational 
field,  we  have  become  a  successful 
model  program. 

Debra  Murphy, 
Supervisor 


11 


ADULT 

SERVICES 

PROGRAM 


The  Adult  Services  Program  continues  to  offer 
comprehensive  rehabilitation  services  to  clients 
eighteen  years  of  age  and  older,  both  on  campus  and 
in  the  community.  The  three  program  components 
comprising  Adult  Services  include: 


Multi-Impaired  Blind  Unit 

This  unit  offers  comprehensive 
rehabilitation  services  to  visually 
impaired  adults,  many  of  whom  have 
additional  impairments  in  hearing, 
communication,  cognition,  behavior, 
or  physical  movement.  An  interdisci- 
plinary team  of  specialists  provides 
functional  training  for  future  living 
and  vifork  alternatives.  Having  this 
unit  physically  located  to  its  own 
residential  building  on  campus  has 
helped  to  ensure  continuity  of  pro- 
gramming. A  special  emphasis  this 
past  year  has  been  on  delineating  a 
wider  array  of  vocational  and  prevo- 
cational  options. 

Head  Injury  Unit 

Referrals  for  programming  for 
young  adults  who  have  sustained  a 
traumatic  head  injury  remain  strong. 
As  a  result  of  the  injury,  usually 
caused  by  a  motor  vehicle  accident, 
these  clients  are  in  need  of  very 
intensive  rehabilitation  training  in 
order  to  be  reintegrated  into  the 
community.  This  past  year  has 
brought  more  intensive  off-campus 
vocational  training  options;  the  hiring 
of  a  neuropsychologist  as  part  of  the 
consulting  staff,  and  a  beginning  look 
at  the  use  of  computers  as  training 
tools  with  this  population. 


Community  Living 
Services 

This  community-based  program, 
which  provides  a  variety  of  housing 
alternatives  for  handicapped  adults, 
has  expanded  over  the  past  year.  Two 
new  residences  were  opened  in 
Watertown;  one  a  community  resi- 
dence for  eight  visually  impaired 
adults  and  the  other  an  Intermediate 
Care  Facility,  a  Medicaid-reimbursable 
house  for  eight  multi-impaired  blind 
clients.  Owned  by  the  Watertown 
Housing  Authority,  these  residences 
are  staffed  and  operated  by  Perkins. 
These  two  newest  residences,  along 
with  others  already  in  operation  or  in 
the  planning  stages,  will  hopefully  be 
able  to  meet  the  tremendous  need  for 
housing  for  some  Perkins  School  for 
the  Blind  graduates  while  at  the  same 
time  demonstrating  the  kinds  of  resi- 
dential options  that  are  needed  in 
Massachusetts  and  throughout  the 
U.S.A. 


Barbara  B.  Boeger, 
Supervisor 


12 


8 


Annual  Report 


OUTREACH 
SERVICES 


Community  Outreach 

Perkins  Community  Outreach  program,  which  is 
designed  to  offer  services  to  mainstreamed  blind 
and  visually  impaired  students,  ran  three  Teen 
Weekends  this  year.  Each  weekend  was  designed  for  a 
particular  age  group:  junior  high  (ages  12-14),  9th  and 
10th  grades  (ages  14-16),  and  11th  and  12th  grades 
(ages  16-18+).  Each  of  these  weekends  brought  12-15 


students  to  the  Perkins  campus  for  a 
full  two  days  of  seminars,  recreation, 
and  adventures  in  Boston  and  the 
environs.  Parents  were  invited  to  par- 
ticipate on  Sundays,  and  then  join  the 
students  and  staff  for  lunch  before 
departing.  The  Teen  Weekend  semin- 
ars dealt  with  issues  of  career  plan- 
ning and  social  relationships.  These 
seminars  were  accepted  enthusiasti- 
cally enough  that  the  Community 
Outreach  staff  decided  to  join  forces 
with  the  Carroll  Center  for  the  Blind's 
Project  Byte  and  offer  career  plan- 
ning seminars  to  students  who  were 
participating  in  the  Byte  computer 
camp.  This  joint  program  will  be 
repeated  in  subsequent  summers  for 
teen-agers.  The  other  objective  of  the 
Community  Outreach  Program  has 
been  to  offer  professional  workshops 
for  teachers  of  the  visually  handi- 
capped throughout  New  England.  In 
November,  we  presented  a  workshop 
on  mainstreaming,  focusing  on  the 
particularly  hard-to-integrate  areas  of 
industrial  education,  physical  educa- 
tion and  science.  In  the  Spring,  Out- 
reach staff  collaborated  with  the  Per- 
kins Preschool  program  and  the  New 
England  Seminars  to  present  a  work- 
shop for  parents  and  professionals  on 
assessment  and  intervention  for  pre- 
school children.  Other  areas  of 
endeavor  within  Community  Out- 
reach have  included  the  development 
of  a  Model  Contract  for  use  by  itiner- 
ant teachers  who  must  negotiate  a 


contract  with  school  systems.  This 
Model  Contract  has  been  distributed 
by  the  Massachusetts  Department  of 
Education  and  will  be  the  subject  of 
workshops  to  come.  Outreach  staff 
were  also  involved  in  the  committee 
headed  by  a  representative  of  the 
Massachusetts  Department  of  Educa- 
tion, which  developed  a  manual  on 
Assessment  of  the  Visually  Impaired 
Child  for  use  by  teachers  in  the 
region.  The  Outreach  program  pre- 
sented the  ideas  underlying  its  work 
in  the  annual  conference  of  the  Asso- 
ciation forthe  Education  and  Rehabil- 
itation of  Blind  and  Visually  Impaired 
(New  England  Chapter)  in  the  Fall  of 
1984.  Staff  also  served  on  a  research 
panel  which  was  convened  at  a 
Research  Utilization  Seminar  in 
Mississippi  in  the  Spring  of  1985. 


Occupational  Training 
for  the  Blind  (OTB) 

This  project,  jointly  supported  by 
the  Massachusetts  Commission  for 
the  Blind  and  Perkins,  has  performed 
site  surveys  and  job  analyses  all  over 
Massachusetts  in  the  last  three  years. 
Data  from  these  surveys  were  pre- 
sented to  the  Mass  Commission 
Vocational  Rehabilitation  staff  for 
their  use  in  placement  of  blind  job- 
seekers.  The  OTB  staff  also  helped 
Commission  counselors  in  placement 


13 


activities  and  in  job  retention  at  such 
diverse  job  sites  as  Otis  Air  Force 
Base,  Bank  of  Boston  and  Paul 
Revere  Life  Insurance  Company.  0TB 
ended  in  June  1985,  although  the 
activities  of  site  surveying,  job  place- 
ment and  job  retention  have  con- 
tinued under  the  auspices  of  Perkins 
Project  with  Industry. 


Perkins  Project 
with  Industry  (PPWI) 

This  federally  funded  project  actu- 
ally was  an  outgrowth  of  the  Occupa- 
tional Training  for  the  Blind  project 
and  extended  its  scope  to  companies 
throughout  all  of  New  England.  The 
systematic  utilization  of  site  survey- 
ing in  the  job  placement  process,  and 
the  case  management  and  on-site 
training  support  provided  by  PPWI 


staff,  all  resulted  in  a  project  which 
has  worked  successfully  with  nearly 
every  state  Vocational  Rehabilitaion 
agency  in  New  England.  The  resour- 
ces of  consultants  from  the  Occupa- 
tional Rehabilitation  Group  assisted 
the  project  in  attaining  its  placement 
goals  a  year  early.  Perkins  PWI  began 
its  work  with  three  companies:  New 
England  Telephone,  AT&T  Commun- 
ications, and  Wang.  This  last  year 
saw  an  expansion  of  companies  to 
include  Lotus,  Raytheon,  Honeywell, 
Hanscom  Air  Force  Base,  Opus  Tele- 
com, Blue  Cross/Blue  Shield,  and 
many  others.  Jobs  which  have  been 
adapted  for  blind  employees  include 
customer  service  representative,  tele- 
prospecter,  lawyer,  claims  investiga- 
tor, test  technician,  receptionist,  and 
many  more.  Perkins  PWI  staff  pre- 
sented the  project  at  various  confer- 
ences and  inservice  training  sessions 
throughout  New  England  during  the 
year. 


CLINICAL 
SERVICES 


'T^he  Clinical  Services  team  has  completed  its 
-*■  seventh  year  of  formal  operation  in  the  educa- 
tional and  rehabilitation  programs.  We  have  substan- 
tial history  of  providing  a  wide  spectrum  of  compre- 
hensive clinical  services,  and  this  experience  in 
interdisciplinary  teamwork  has  enabled  us  to  serve 
students  and  clients  with  increasingly  complex  needs. 
As  in  the  past,  the  specialists  who  comprise  Clinical 


Services  include  psychologists,  social 
workers,  occupational  therapists, 
physical  therapists,  behavior  man- 
agement specialists,  speech  and  lan- 
guage pathologists,  audiologists,  an 
educational  assessment  specialist, 
evaluation  supervisors,  and  a  regis- 
trar. Other  clinical  personnel  have 
been  available  to  provide  consultation 
as  necessary. 


Perkins  has  continued  to  provide 
complete  medical  services  through  a 
contract  agreement  with  General 
Medical  Associates.  A  medical  team 
located  on  the  Perkins  campus  and 
emergency  medical  services  are 
immediately  available  24  hours  per 
day,  seven  days  a  week.  In  addition  to 
an  annual  medical  and  ophthalmo- 
logical  examination  for  each  student 
and  client,  ongoing  medical  care  is 


14 


8 


Annual  Report 


provided  as  necessary.  Again  this 
year,  Tufts  Dental  Facility  for  the 
Handicapped  has  enabled  us  to  con- 
tinue providing  dental  screenings  as 
w/ell  as  preventative  and  restorative 
services  to  our  students  and  clients. 

The  Coordinator  of  Clinical  Ser- 
vices has  maintained  responsibility 
for  overseeing  the  delivery  of  clinical 
services,  including  the  recruitment, 
assignment,  and  supervision  of  all 
clinical  staff.  Since  our  clinical  team 
has  become  larger,  a  program-based 
system  of  clinical  accountability  has 
been  instituted  in  which  one  clinical 
services  staff  member  is  designated 
as  the  liaison  between  the  Coordina- 
tor and  program  activities  in  each 
program.  This  new  development 
ensures  more  effective  communica- 
tion with  and  support  to  staff.  As  in 
the  past,  close  communication  is 
maintained  with  the  Coordinator  of 
Instructional  Services,  program 
supervisors,  and  other  program  staff. 
Regularly  scheduled  meetings,  such 
as  individual  and  small  group  super- 
vision, task  forces,  steering  commit- 
tees, and  other  planning  and  "stra- 
tegy" sessions  provide  ongoing 
opportunity  for  information  sharing 
and  program  development. 


Each  year  since  our  formal  incep- 
tion in  1978,  Clinical  Services  and 
other  program  staff  have  been  very 
actively  involved  in  evaluating  indi- 
viduals who  are  referred  to  Perkins 
for  admission  or  recommendations. 
Although  we  are  proud  of  our  evalua- 
tion services,  we  will  continue  to 
explore  ways  in  which  we  can  meet 
this  increasing  demand  with  an  even 
greater  sense  of  efficiency.  The 
importance  of  providing  high  quality 
diagnostic  evaluations  in  a  timely 
fashion  is  of  main  importance  since 
subsequent  services  are  almost 
always  based  on  very  specific 
recommendations  which  are  cited  in 
the  evaluation  reports. 

The  Clinical  Services  staff  maintain 
their  increasingly  effective  and 
accountable  services  to  our  students 
and  clients.  This  attitude  does  not 
allow  for  complacency. 

The  interested  reader  is  encour- 
aged to  write  or  call  the  Coordinator 
of  Clinical  Services  for  additional 
information  regarding  our  services 
and  treatment  approach. 

Dr.  Spencer  A.  Moore, 
Coordinator 


TEACHER 
TRAINING 
PROGRAM 


s^^^^imsmsm 


During  the  1984-1985  school  year  there  were 
ten  trainees  in  the  full-year  program,  from  New 
York,  Pennsylvania,  Argentina,  Bhutan,  India,  Korea, 
Liberia,  Malawi  and  the  Philippines.  Among  the  group 
were  three  principals,  two  classroom  teachers  and  one 
houseparent  from  schools  for  the  blind;  two  resource 
room  teachers;  one  teacher  of  the  deaf-blind;  and  one 
registered  nurse.  An  additional  five  people  were 


15 


enrolled  in  the  program  for  two  to 
four  months  for  short-term  training  or 
research  projects.  They  came  from 
Alabama,  Colorado,  India,  and  Nova 
Scotia. 

While  at  Perkins,  all  the  trainees 
had  extensive  direct  experience  with 
multi-impaired  students  in  the  cot- 
tages. Three  of  the  trainees  were  also 
enrolled  in  Boston  College's  Master's 
Degree  programs  in  the  Department 
of  Special  Education.  The  Perkins 
Diploma  candidates  participated  in 
the  courses  offered  by  the  Teacher 
Training  Program.  They  attended  a 
weekly  seminar,  during  which  guest 
speakers  from  Perkins  programs 
talked  about  their  fields  of  expertise 
and  a  variety  of  educational  issues. 
Weekly  field  trips  to  other  schools 
and  agencies  in  the  area  expanded 
their  knowledge  of  the  scope  of  pri- 
vate and  government  services  availa- 
ble to  handicapped  individuals  of  all 
ages  and  needs.  A  course  in  "Aspects 
of  United  States  Culture"  served  as 
an  ongoing  orientation  to  life  at  Per- 
kins and  in  the  United  States  for  the 
overseas  trainees.  The  course,  "The 
Visually  Handicapped  Adult  at  Home 
and  at  Work",  afforded  the  trainees 
the  opportunity  to  interview  more 
than  a  dozen  visually  impaired  people 
about  the  realities  of  their  home  and 
work  lives.  Courses  were  taught  in 
the  use  of  American  braille;  mathe- 
matical aids  such  as  the  abacus;  and 
English  as  a  second  language. 

As  a  year-long  project,  the  overseas 
trainees  prepared  research  papers  on 
areas  which  they  felt  should  be  intro- 
duced in  their  schools  back  home, 
such  as:  a  curriculum  for  stimulating 
the  use  of  low  vision;  a  Spanish  trans- 
lation, with  cultural  adjustments,  of  a 
preschool  functional  assessment  tool; 
and  how  to  introduce  mainstreaming 
of  blind  students  in  a  country  which 
has  one  small  school  for  the  blind. 
The  trainees  also  wrote  and  pre- 


sented a  series  of  papers  on  the  situa- 
tion of  blind,  visually  impaired,  deaf- 
blind,  and  other  multi-impaired  indi- 
viduals in  their  own  countries.  These 
situation  papers  led  to  an  ongoing 
discussion  of  special  education  con- 
cerns shared  by  trainees  from  coun- 
tries with  widely  divergent  cultur- 
al backgrounds.  As  a  result  of  their 
studies  at  Perkins,  the  trainees  (a) 
discovered  that  they  are  not  alone  in 
facing  the  problems  of  providing 
education  and  rehabilitation  services 
in  a  world  of  limited  resources;  (b) 
gained  increased  respect  for  what 
they  and  their  colleagues  back  home 
were  already  doing;  and  (c)  acquired 
a  new  optimism,  based  on  what  they 
learned  about  what  is  happening  in 
other  countries,  with  hard  work  and 
determination,  no  matter  what  the 
economic  and  cultural  constraints. 

The  Teacher  Training  staff  also 
coordinated  the  stay  of  visiting  edu- 
cators from  Australia,  Brazil,  the 
Dominican  Republic,  England,  Ger- 
many, Israel,  Japan,  Korea,  Switzer- 
land, Syria  and  Thailand,  as  well  as 
such  states  as  California,  New  York 
and  Pennsylvania.  In  addition  to  visit- 
ing the  campus,  the  Howe  Press  and 
the  Research  Library,  these  guests 
had  much  contact  with  the  Perkins 
staff,  students  and  teacher  trainees, 
in  both  formal  and  informal  settings. 

During  the  year,  the  Teacher  Train- 
ing Program  began  undergoing  major 
reorganization  as  part  of  a  school- 
wide  reassessment  of  goals  and  ser- 
vices. In  addition  to  maintaining  the 
current  programs  further  efforts  are 
being  made  toward  cooperating  with 
other  international  agencies  in  devel- 
oping and  expanding  teacher  training 
opportunities. 


Elizabeth  Sparks, 
Assistant  Coordinator 


Cafer  Barkus, 
Assistant  Coordinator 


16 


8  6  Annual  Report 


DEVELOPMENT 
OFFICE 


Although  total  giving,  including  the  Annual 
Fund,  was  slightly  under  our  record  totals  of  the 
previous  year,  we  are  very  pleased  with  the  increase  in 
the  number  of  givers  due  primarily  to  the  Acquisitions 
Program.  This  should  translate  into  increased  giving  in 
Fiscal  1986  and  succeeding  years. 

Due  to  the  efforts  of  volunteer  Blair 
Cleveland,  and  under  the  leadership 
of  the  Corporate  Advisory  Commit- 
tee, new  gift  records  were  established 
from  the  Corporate  sector  with  the 
Community  Residence  Program  as 

the  objective.  Henry  F.  Colt  Jr., 

Director 


DIETARY, 
LAUNDRY 

and 

HOUSEKEEPING 
SERVICES 


This  year,  there  are  some  significant  changes 
taking  place  in  the  Dietary  Department.  All  Cooks, 
Domestic  Service  Workers,  and  Food  Service 
Workers  are  now  responsible  to  the  program  for  whom 
they  work,  instead  of  reporting  to  the  Dietary 
Department. 

It  is  the  feeling  that  this  change  will 
eliminate  dual  supervision  and  create 
a  more  cohesive  work  structure  for 
the  programs.  These  changes  should 
result  in  a  substantial  upgrading  of 

cottage  services.  Lincoln  Higgins, 

Supervisor 

17 


INSTRUCTIONAL 

SUPPORT 

SERVICES 


Instructional  Support  Services  at  Perkins 
encompass  a  variety  of  functions.  A  brief  report  for 
the  past  year  from  each  major  branch  of  this  office 
appears  below. 


Grant  Development 

Applications  to  New  York,  Maine, 
Vermont,  and  Massachusetts  for  PL 
89-313  Chapter  I  funds  were  submit- 
ted to  these  states.  Evaluations  from 
all  states  and  proposals  for  the  year's 
grants  were  all  approved.  For  the 
year.  Chapter  I  and  Block  Grant 
funds  totaled  approximately 
$100,000.00. 

Student  Transportation 

All  daily,  weekly,  and  holiday 
transportation  responsibilities  con- 
tinue to  be  discharged  effectively  by 
the  I.S.S.  office  staff.  This  year,  Per- 
kins sold  its  passenger  vehicles,  and 
we  now  lease  seven  station  wagons 
and  vans.  These  leased  vehicles, 
along  with  our  chair  car,  give  us  ten 
vehicles  in  excellent  running  condi- 
tion all  of  which  now  have  handi- 
capped license  plates. 

Safety  and  Security 

The  subcommittees  under  Safety 
and  Security  met  regularly  this  year 
and  dealt  with  Perkins  issues  involv- 
ing Fire  Evacuation,  Policy  Develop- 
ment, Accident  Reporting,  Inspec- 
tions, and  Parking  and  Traffic.  The 
responsibility  for  emergency  cover- 
age of  the  school  was  supervised  by 
the  office  and  carried  out  by  seven 
members  of  the  administrative  staff. 


National  School 
Lunch  Program 

Once  again,  this  year  Perkins  par- 
ticipated in  this  federal  reimburse- 
ment program.  Funds  received 
totalled  $11,847.41. 

Licensing  &  Accreditation 

All  licenses,  approvals,  and  accredi- 
tations for  1984-1985  are  current. 
These  include  our  Office  for  Children 
and  Department  of  Mental  Health 
licenses  to  operate  as  a  child  care 
facility,  licenses  from  the  department 
of  education  from  several  other 
states,  Massachusetts  Education 
Department  approval  and  local 
licenses  from  Watertown  Board  of 
Health  and  Fire  Department.  In  addi- 
tion, Perkins  is  accredited  by  the 
National  Accreditation  Council  of 
Agencies  Serving  the  Blind  and  Visu- 
ally Handicapped,  and  the  New 
England  Association  of  Schools  and 
Colleges. 

Volunteer  Services 

Perkins  continues  to  utilize  the  ser- 
vices of  volunteers  in  a  variety  of 
areas.  These  include  work  in  the  cot- 
tages, aides  in  recreation  and  physi- 
cal education,  readers,  guides,  and 
drivers.  The  various  stages  followed 
at  Perkins  in  its  volunteer  program 
include  recruiting,  screening,  orient- 
ing and  training,  placing,  supervising, 
evaluating  and  reorganizing  all  of  our 
volunteers.  A  wide  age-range  of  indi- 


18 


8 


Annual  Report 


viduals  provide  volunteer  services  to 
Perkins. 

Staff  Training 

This  year  our  staff  trainer  con- 
ducted programs  including  areas 
such  as  First  Aid,  Cardio-Pulmonary 
Resuscitation,  Water  Safety,  Perkins 
Car  Usage,  Fire  Safety  (including  a 
practical  usage  of  fire  extinguishers), 
and  Crisis  Prevention  and  Physical 
Intervention.  He  also  trained  staff  in 
New/  Games  and  co-coordinated  a 
weekend  training  held  at  Perkins  for 
over  fifty  people  from  Perkins  and  the 
Northeast  area.  Our  trainer  was 
involved  in  a  program  of  orienting 
new  staff  as  well  as  giving  off-campus 
instruction  on  a  contract  basis.  He 
also  participated  in  a  staff  health  fair, 
is  a  member  of  a  statewide  task  force 
dealing  with  non-abusive  intervention 
for  aggression,  and  presented  at  the 
National  American  Association  of 
Mental  Deficiencies  Conference  in 
Philadelphia. 

Instructional  Materials 

In  1983-1984,  the  Instructional 
Materials  Center  completed  its  first 
full  year  in  its  new  location  in  the 
Howe  Building.  This  location,  com- 
pletely accessible  to  all,  is  large 
enough  to  house  all  of  the  audio- 
visual equipment  and  tangible  aids 
which  the  school  owns  and  also  pro- 
vides areas  for  the  showing  of  films, 
for  repair  services,  and  for  displays. 
The  addition  of  new  video-taping 
equipment  has  allowed  us  to  keep  up 
with  an  increasing  number  of 
requests  for  student  activities  to  be 
put  on  videotape.  The  I.M.C.  has  con- 
tinued to  provide  a  variety  of  impor- 
tant services  such  as  showing  films, 
repair  and  maintenance  of  equip- 
ment, lending  audio-visual  materials 
and  tangible  aids,  filming  and  video- 
taping, purchasing,  program  devel- 
opment, and  other  associated 
functions. 


School  Library 

During  the  past  year  the  School 
Library  has  consolidated  under  a  sys- 
tem whereby  all  the  Perkins  libraries 
(Research,  Staff,  Braille  Music  and 
School)  are  brought  under  the  direc- 
tion of  the  Research  Librarian  with 
assistance  from  a  part-time  secretary. 
Library  hours  were  only  slightly 
changed  so  that  the  student  and 
teachers  were  minimally  inconvenienced. 

A  number  of  new  books  were  pur- 
chased or  acquired  including  cassette 
books  (other  than  those  supplied 
through  the  Regional  Library), 
cassette  music  tapes,  sniff-it  and 
touch-and-feel  books  (for  younger 
readers),  and  braille  books  (including 
some  grade  one  braille  books).  A 
School  Library  Procedure  Manual 
was  produced.  The  School  Library 
does  much  of  the  school's  ordering  of 
books,  magazines  and  journals  as 
well  as  expediting  federal  quota 
orders  for  the  American  Printing 
House  for  the  Blind. 

In  October,  1985  a  story  hour  was 
started.  A  storyteller  volunteers  to 
come  in  once  a  week.  She  uses  items 
from  the  museum  for  some  of  her  sto- 
ries. A  series  of  exhibits  has  been 
held  in  the  library.  Circulation  has 
continued  to  grow. 


19 


J 


PUBLIC 
RELATIONS 

and 
PUBLICATIONS 


What  is  'public  relations'? 
It  is  many  things,  and  defies  a  precise  definition. 
It  is  a  brief  mention  in  a  newspaper  article;  it  is  an 
interview  on  radio  or  television.  It  is  a  full-length  fea- 
ture story  in  a  magazine;  it  is  a  press  conference.  It 
may  involve  creating  circumstances  that  generate 
publicity. 


It  is  the  subtle — though  sometimes 
not-so-subtle— bending  of  public 
awareness  toward  a  favorable  opinion 
about  a  product,  a  service,  a  corpora- 
tion, a  person,  or  whatever,  through 
the  editorial  content  of  print  and  elec- 
tronic media. 

'Public  relations'  also  might  involve 
giving  advice.  That  might  include 
coaching  a  teacher  on  what  to 
emphasize  during  an  interview— even 
what  to  wear  on  television. 

The  publicity  generated  by  a  'public 
relations'  effort  generates  a  type  of 
exposure  unattainable  by  advertising. 
An  ad  or  a  commercial  is  paid  for, 
and  everyone  who  sees  it  knows  that. 
A  newspaper  article  or  a  television 
segment  is  not  paid  for,  and  most 


people  realize  that.  Therefore,  public- 
ity carries  an  implied  third-party 
endorsement  by  the  media  responsi- 
ble for  it,  and  thereby  an  extra  mea- 
sure of  credibility. 

Publicity  is  exposure  that  money 
can't  buy. 

There  are  countless  ways  to  go 
about  getting  publicity.  Suffice  here 
to  say  that  during  the  1984-1985 
School  Year,  our  public  relations 
efforts  resulted  in  reaching  a  total 
audience  in  excess  of  5  million 
people— when  you  add  together  the 
various  audiences  we  reached  via  the 
print  media,  electronic  media  and 
Perkins  publications. 


Ronald  Trahan, 
Coordinator 


20 


8 


Annual  Report 


SAMUEL  p.  HAYES 
RESEARCH 
LIBRARY  and 
MUSEUM  on 
BLINDNESS 


During  the  past  year  the  Research  Library 
has  been  busy  with  changes  in  the  organization 
and  the  prospect  of  computerizing  the  system  and 
making  an  archival  room.  We  hope  to  minimize  the 
effect  of  less  time  being  spent  working  solely  in  the 
Research  Library  with  the  help  of  more  volunteers. 
This  will  be  especially  true  when  the  archives  room  is 
completed.  (It  is  now  the  Kurzweil  and  Computer 


Room  in  the  basement  of  the  library.) 
This  room  will  contain  the  Nella 
Braddy  Henney  Collection,  and 
former  Directors'  papers  which  will 
need  to  be  cataloged.  Our  volunteers 
are  in  the  process  of  indexing  letters 
to  and  from  Mr.  Gillman  in  regard  to 
Helen  Keller  attending  the  Cambridge 
School.  They  are  also  indexing  the 
magazine  file,  which  is  being  copied 
and  bound,  starting  with  the  year 
1916.  These  projects  are  designed  to 
increase  accessibility  to  the  collec- 
tions by  researchers. 

Teacher  trainees  as  well  as  other 
higher  education  students  have  been 
the  prime  users  of  the  library's  ser- 
vices. Interlibrary  loan  requests  for 
material  (books  and  articles  in  jour- 
nals) have  been  on  the  increase.  Such 
material  is  extremely  difficult  to 
locate  for  most  libraries.  The 
Research  Library  is  being  used  more 
and  more  by  itinerant  and  special 
education  teachers  as  a  resource  in 
assisting  the  blind  and  visually 
impaired  in  mainstream  programs. 
The  introduction  of  a  journal  copying 
service  has  proven  to  be  highly  popu- 
lar with  Perkins  staff. 


Tactile  Museum 

The  Tactile  Museum  continues  to 
serve  the  School  population  by  updat- 
ing the  collection.  In  response  to  let- 
ters to  aircraft  manufacturers,  the 
Museum  received  a  number  of  air- 
craft, helicopter,  and  guided  missile 
models  from  Raytheon,  General 
Dynamics,  Pratt  &  Whitney,  Sikorsky, 
and  Northrop.  In  addition,  mounted 
animal  models  were  purchased  from 
the  Carolina  Biological  Supply  Com- 
pany and  donated  by  individuals. 

The  Museum  provides  instructional 
materials  to  Perkins  students  as  well 
as  serving  as  an  invaluable  educa- 
tional resource  to  visually  impaired 
students  attending  public  school  who 
visit  Perkins.  Nearly  every  month  an 
exhibit  is  displayed  using  items  in  the 
Museum.  A  bulletin  explaining  the 
exhibit  is  distributed  to  teachers  and 
to  some  other  organizations  for  the 
blind  in  the  area  which  might  care  to 
visit  the  exhibit.  A  special  exhibit  was 
arranged  showing  the  path  of  Halley's 
comet.  This  exhibit  utilized  the  tac- 
tual star  map  that  was  donated  to 
Perkins  a  few  years  ago. 


21 


ANNUAL 
MEETING 

of  the 

CORPORATION 
WATERTOWN 
MASSACHUSETTS 
NOVEMBER  4, 1985 


T^he  Annual  Meeting  of  the  Corporation,  duly 
■*■  summoned,  was  held  in  the  North  Building  at  the 
School,  and  was  called  together  by  the  President,  C. 
Richard  Carlson,  at  2:00  p.m.  Over  fifty  members  were 
present. 

The  following  were  unanimously  elected  to  membership  in  the  Corporation: 


Anthony  Ackerman 
Erma  Ackerman 
Donald  F.  Baumgartner 
Linda  Dibenedetto 
Patricia  Edwards 
William  T.  Lee 
Cynthia  J.  Lessard 
Kevin  J.  Lessard 
William  A.  Lowell 
Louis  W.  Vinios 

The  annual  report  of  the  Treasurer 
was  submitted,  together  with  the 
report  of  the  Certified  Public  Accoun- 
tants. Whereupon,  it  was: 

VOTED  that  the  Treasurer's  report 
for  the  fiscal  year  ending  August  31 , 
1985  be  approved. 

It  was  VOTED  that  the  nomination 
by  the  Finance  Committee  and  the 


-Windham,  Maine 
-Windham,  Maine 
-Boston,  Massachusetts 
-Nahant,  Massachusetts 
-Rockport,  Massachusetts 
-Dedham,  Massachusetts 
-Watertown,  Massachusetts 
-Watertown,  Massachusetts 
-Needham,  Massachusetts 
-Canton,  Massachusetts 

appointment  by  the  Trustees  of 
Coopers  &  Lybrand,  Certified  Public 
Accountants,  as  Auditors  of  the 
accounts  of  the  School  for  the  year 
ending  August  31, 1986,  be  and  are 
hereby  ratified  and  confirmed. 

The  Corporation  then  proceeded 
to  the  choice  of  officers  and  trustees 
for  the  ensuing  year  and  the  following 
persons  were  unanimously  elected: 


22 


8 


Annual  Report 


officers 

President 

Vice-President 

Vice-President 

Secretary 

Treasurer 

Board  of  Trustees 

William  J.  Edwards 
Mrs.  Mason  Fernald 
Paul  S.  Goodof 
Loretta  Warner  Holway 

Honorary  Trustees 

Rolin  M.  Achin 
David  Cheever 
Gardner  Cushman 


C.  Richard  Carlson 
Mrs.  Mason  Fernald 
Dudley  H.  Willis 
William  A.  Lowell 
John  W.  Bryant 


Dr.  Frederick  H.  Lovejoy 
H.  Gilman  Nichols 
Nicholas  U.  Sommerfeld 
Dudley  H,  Willis 


John  Lowell 

Augustus  Thorndike,  M.D. 

Ralph  B.  Williams 


The  annual  report  of  the  President  was  read  and  adopted. 

The  annual  report  of  the  Director  was  read  and  adopted. 

There  being  no  further  business,  the  meeting  was  adjourned  at  3:20  p.m. 

Respectfully  submitted, 

William  A.  Lowell,  Secretary 


REPORT 

of  the 

PRESIDENT 
1 984- 1 985 


¥  would  like  to  welcome  the  new  members  of  our 
■'■Corporation.  We  are  honored  to  have  you  with  us 
today.  We  are  pleased  you  will  be  formally  associated 
with  the  School  and  trust  you  will  help  us  respond  to 
the  present-day  needs  of  our  many  clients. 


(continued  on  next  page) 


23 


I  would  also  like  to  welcome  again 
those  of  you  who  have  been  members 
of  the  Perkins  Corporation  for  a 
number  of  years.  We  are  very  pleased 
to  have  you  with  us  today,  and  we 
thank  you  for  your  on-going  support 
and  continuing  interest  In  the  stu- 
dents and  clients  at  Perkins. 

The  School  Year  1984-1985  was  an 
exciting  and  productive  year  for  all  of 
us  associated  with  Perkins.  This 
afternoon  we  hope  to  share  with  you 
some  of  our  accomplishments. 

First  and  foremost  was  the 
appointment  of  Kevin  J.  Lessard  as 
the  eighth  Director  of  Perkins.  Kevin 
was  appointed  after  an  intensive  self- 
appraisal  of  our  needs  and  Programs 
by  the  Trustees  with  the  guidance  of 
the  Management  Consulting  Firm  of 
ORI  Corp.  It  is  indeed  a  pleasure  to 
welcome  him  formally  to  his  first 
Corporation  Day  as  Director. 

As  you  know,  Perkins  School  for 
the  Blind  offers  an  extensive  array  of 
Programs  and  Services  to  a  wide- 
chronological  and  a  wide-functioning 
range  of  students  and  clients  both 
on-campus  and  off-campus  in  various 
communities. 

We  are  very  proud  of  our  commit- 
ment to  such  a  diverse  group  of  indi- 
viduals, and  we  recognize  their  pro- 
grammatic and  clinical  needs. 

We  are  pleased  with  our  long-term 
Program  Plans  for  future  students 
and  clients  and  the  completion  of  the 
Masterplan  for  the  Perkins  Campus 
which  will  help  us  make  informed  and 
intelligent  decisions  about  the  future 
directions  to  be  taken. 

At  this  point,  I  would  like  to  recap 
the  steps  taken  to  arrive  at  our  master 
plan  so  new  Corporation  Members  as 
well  as  the  rest  of  those  assembled 
may  appreciate  the  amount  of  time 
and  effort  involved. 

Because  of  the  Trustees'  commit- 
ment to  make  the  necessary  repairs, 
renovations,  and  restorations,  a  com- 


prehensive study  was  undertaken  in 
1983  -  when  the  Dimeo  Construction 
Company  of  Providence,  Rhode 
Island  was  retained  to  examine  the 
campus  facilities  and  make  recom- 
mendations as  to  the  eight-decade- 
old  facility's  needs. 

Following  the  completion  of  the 
Dimeo  Construction  Report  and 
because  of  the  projected  cost,  the 
Trustees  then  retained  Arthur  D.  Little 
Company  of  Cambridge  to  assist  the 
administrative  directors,  program  and 
service  supervisors  in  developing  the 
future  directional  thrusts  of  the 
School's  programs  and  services  over 
the  next  decade. 

Once  future  programmatic  direc- 
tions were  projected,  we  retained  the 
Boston  architectural  firm  of  Shepley 
Bullfinch  Richardson  &  Abbott  to 
help  Perkins  staff  evaluate  alterna- 
tives, prioritize  the  repairs  and  reno- 
vations and  develop  a  Masterplan. 

It  should  be  noted  the  repairs,  ren- 
ovations, and  restorations  represent 
the  consensus  of  architects,  Trustees, 
administrators,  teachers,  housepar- 
ents,  and  clinical  staff.  This  consen- 
sus, along  with  the  projected  restora- 
tions, will  allow  Perkins  to  provide 
programs  and  services  to  students 
and  clients  who  can  advance  from 
one  educational  level  to  another,  or 
who  will  eventually  either  care  for 
themselves  or  function  as  independ- 
ently as  possible  in  the  care  of  a 
community-based,  Perkins-operated 
housing  program,  another  person,  or 
another  program  or  organization. 

Presently  we  are  determining  the 
feasibility,  scope  and  direction  of  a 
capital  campaign  on  our  endowment. 

The  Fall  edition  of  the  Perkins' 
Lantern  recaps  my  report  and  later  in 
this  meeting  you  will  have  an  oppor- 
tunity to  review  some  of  the  signifi- 
cant components  of  the  Masterplan 
and  the  related  changes  which  may 
occur  on  the  Campus.  The  major 
focus  of  the  Masterplan  emphasizes 
and  recommends  we  maintain  the 


24 


8 


Annual  Report 


architectural  integrity  of  the  Campus 
and,  via  a  number  of  renovations  and 
relocation  projects,  adapt  existing 
buildings  to  better  meet  the  needs  of 
our  changing  student  and  client 
populations. 

The  process  of  developing  the  Mas- 
terplan  for  the  Campus  was  complex 
and  very  exciting.  It  involved  the 
commitment  of  a  considerable 
number  of  individuals.  I  v^^ould  per- 
sonally like  to  thank  all  of  the  Trus- 
tees and  the  staff  at  Perkins.  Their 
expertise  and  professionalism  has 
helped  to  insure  the  development  of  a 
plan  which  is  truly  representative  of 
student  and  client  needs,  and  we  can 
all  feel  confident  that  the  implementa- 
tion of  the  Masterplan  will  serve  Per- 
kins well  for  many  years  to  come. 

As  you  have  heard  from  the  Treas- 
urer, we  have  made  substantial  pro- 
gress during  the  School  Year  1984- 
1985  in  reducing  our  budget  deficit. 
Careful  planning  between  the  Trus- 
tees, Kevin  Lessard,  Jack  Gleason, 
our  new  Financial  Director,  and  many 
Program  and  Department  Supervisors 
has  resulted  in  a  substantially  lower 
deficit  than  originally  projected  in  the 
fall  of  1984  and  an  even  greater  trend 
for  next  year. 

Under  the  guidance  of  Harry  Colt, 
we  are  continuing  our  Development 
and  Fund  Raising  Programs  and  look 
forward  to  the  continued  growth  of 
the  Annual  Fund  and  related  support 
from  Foundations  and  Corporations. 

I  would  also  like  to  express  the 
Trustees'  appreciation  to  Blair  Cleve- 
land, one  of  our  volunteers,  and  the 
business  leaders  in  the  Common- 
wealth who  are  serving  as  members 
of  the  Corporate  Advisory  Commit- 
tee. This  Committee  was  formed  two 
years  ago  to  help  underwrite  the 
Independent  Living  Services  Program 
for  young  people,  age  22  and  over. 
With  their  continued  help,  we  look 
forward  to  increasing  financial  sup- 
port from  the  business  community  for 
a  program  which  prepares  clients  for 
independent  living  and  employment 


in  various  communities.  Committee 
membership  includes: 

Melvin  B.  Bradshaw 

Liberty  Mutual  Insurance  Company 
Thomas  J.  Galligan,  Jr.,  Chairman 

Boston  Edison  Company 
Nelson  S.  Gifford,  President 

Dennison  Manufacturing  Company 
John  P.  Hamill,  President 

Shawmut  Corporation 
E.  James  Morton,  President 

John  Hancock  Mutual  Life 

Insurance  Company 

During  the  past  year,  we  have  lost 
the  guidance  of  the  following 
incorporators: 

Samuel  Cabot,  III 
Charles  F.  Cotting 
William  Endicott,  II 
T. Legare  Fenn 
Mrs.  Isabella  Grandin 
Richard  P.  Hallowell,  II 
Miss  Aimee  Lamb 
Mrs.  Ralph  Lowell 
James  J.  Minot 
Mrs.  Stewart  Sanders 
Dr.  Dwight  G.  Smith 

Many  of  these  incorporators  have 
supported  Perkins  for  a  considerable 
number  of  years  and  their  contribu- 
tion and  their  friendship  will  be 
missed  by  all  of  us. 

Not  during  our  school  year,  but  on 
September  11,  1985,  Samuel  Cabot 
III,  passed  away.  Mr.  Cabot's  tenure 
spanned  thirty-three  years  during 
which  time  he  served  the  school  as: 


Trustee 

Vice  President 

President 

Trustee 

Honorary  Trustee 


1952-  1956 
1956-1971 
1971  -1978 
1978-  1980 
1980-  1985 


All  of  us  will  remember  Sam  as  a 
dedicated  and  resourceful  individual 
and  will  miss  his  friendship  and 
guidance. 


25 


In  conclusion,  I  hope  that  all  of  you 
will  have  an  opportunity  to  observe 
some  of  our  on-campus  programs 
this  afternoon.  1  trust  you  will  be  able 
to  visit  with  some  of  our  supervisory, 
teaching  and  clinical  staff. 

As  you  know,  the  range  of  Pro- 
grams and  Services  offered  at  Perkins 
is  complex  and  changing.  Both  Kevin 
and  I  invite  you  to  visit  with  us  or  the 
staff  at  any  time,  if  you  would  like  to 
observe  a  particular  Program  in  some 
depth.  Time  may  also  be  scheduled 
for  you  to  observe  some  of  our  Off- 
Campus  Programs  and  Services 
whether  your  interest  be  in  our  Living 
Programs,  Outreach  Services  or  our 
Project  with  Industry  or  other  voca- 
tional programs  which  take  place  on- 
site  in  different  businesses  and 
industries. 

I  thank  you  for  you  being  with  us 
this  afternoon.  Everyone  connected 
with  Perkins  appreciates  all  you  have 
done  for  Perkins,  and  we  look  for- 
ward to  your  continued  support  and 
presence  on  our  Campus. 


C.  Richard  Carlson, 
President 


26 


8 


Annual  Report 


Officers  of  the 
Corporation 
1985  1986 

President 

C.  Richard  Carlson 

Vice-Presidents 

Mrs.  Mason  Fernald 
Dudley  H.Willis 

Treasurer 

John  W.  Bryant 

Secretary 

William  A.  Lowell 

Assistant  Treasurer 

H.  Gilman  Nichols 

Board  of  Trustees 

Mary  Alice  Brennan-Crosby* 
C.  Richard  Carlson* 
William  Edwards 
Mrs.  Mason  Fernald 
Albert  Gayzagian* 
Paul  S.  Goodof 
Loretta  Warner  Holway 
Dr.  Frederick  Lovejoy 
H.  Gilman  Nichols 
Nicholas  U.  Sommerfeld 
Charlotte  R.  Sorenson* 
Dudley  H.Willis 

Honorary  Trustees 

Roland  M.  Achin 
David  Cheever 
Gardner  Cushman 
John  Lowell 
Ralph  B.  Williams 


Standing 
Committees 

Executive 

C.  Richard  Carlson 

(Ex-Officio) 
John  W.  Bryant 

(Ex-Officio) 
Mrs.  Mason  Fernald 
H.  Gilman  Nichols 
Nicholas  U.  Sommerfeld 
Dudley  H.Willis 

Finance 

John  W.  Bryant,  Chairperson 

C.  Richard  Carlson 

John  Lowell 

H.  Gilman  Nichols 

Visiting 

The  Officers  and  Trustees 


Board  Committees 

Benefit  Plans 
Committee 

Albert  Gayzagian, 
Chairperson 

Building  Committee 

Paul  Goodof,  Chairperson 

Development 
Committee 

Dudley  H.  Willis,  Chairperson 

Budget  Committee 

John  W.  Bryant,  Chairperson 

Program  Committee 

Mrs.  Mason  Fernald, 
Chairperson 


'Appointed  by  the  Governor  of  the  Commonwealth 


27 


Members  of  the 

Corporation 

1985 

Achin,  Roland  M..  Lowell 

Achin,  Mrs.  Roland  M.,  Lowell 

Ackerman,  Anthony,  So.  Windham.  Maine 

Ackerman.  Mrs.  Anthony,  So-  Windham.  Maine 

Alexander,  Arnold  W,,  Marblehead 

Allen,  Dr  Henry  Freeman,  Boston 

Allen,  Mrs  Henry  Freeman,  Boston 

Amory,  Robert  Jr.,  Washington.  DC 

Anderson-Bell,  Mrs.  Elinor,  Cambridge 

Andrews,  Mrs  Francis  M  .  Baltimore.  MD 

Angney.  D  Harry,  Wellesley  Hills 

Apple,  Loyal  E  ,  Pittsboro.  NC 

Arnold,  David  B  .  Jr.,  Concord 

Arnold,  Mrs  David  B  ,  Jr.,  Concord 

Babson.  Donald  P  .  Wellesley 
Balboni,  Dr  Victor  G  ,  Boston 
Barnard,  John  Jr ,  Scituate 
Barzun,  Roger  M  .  Lincoln 
Barzun,  Mrs  Roger  M.,  Lincoln 
Bauguss,  Mrs  Paul,  Ipswich 
Baumgartner,  Donald  F  ,  Boston 
Beatley,  Prof  Ralph,  Cambridge 
Beaton,  Mrs  Melville  C  .  Wareham 
Belash.  Mrs,  Constantine  A..  Milton 
Bennett,  Mrs.  John  T  ,  Jr.,  Weston 
Booker.  Forace,  Wellesley 
Booker.  Mrs.  Forace.  Wellesley 
Bramson,  Mrs.  Leon,  Chevy  Chase.  MD 
Brash,  Douglas  R.,  Weiv  York.  NY 
Brennan-Crosby,  Mary  Alice,  Cambridge 
Bryant,  John  W  ,  Beverly  Farms 
Bryant,  Mrs.  John  W  ,  Beverly  Farms 
Burns,  Warren,  St.  Petersburg,  FL 
Byrd.  Richard  E  ,  3rd,  Brookllne 

Cabot,  Christopher,  Salem 
Cabot,  Mrs.  Samuel,  Beverly  Farms 
Cabot,  Samuel,  3rd,  Manchester 
Cambridge,  Miss  Mollie.  South  Boston 
Campbell,  Mrs  Douglass,  New  York.  NY 
Carlson,  C.  Richard,  Rockport 
Carlson,  Mrs.  C.  Richard.  Rockport 
Carroll,  Dr.  John  J.,  South  Dennis 
Case,  Hon.  Norman  S  ,  Bethel,  VT 
Case,  Mrs  Norman  S  .  Bethel.  VT 
Chaplin,  Ansel  B.,  Wellesley 
Chaplin,  Mrs.  Ansel  B  ,  Wellesley 
Chapman,  Rev  Frederick,  Stuart,  FL 
Chase,  John  P.,  Boston 
Cheever,  David,  Milton 
Choate,  Mrs.  Joseph  H..  3rd,  Groton 
Clarke,  Rev.  E.  Palmer,  Ossippee.  NH 
Cleveland,  Blair,  Carlisle 
Clifford,  Frederic,  Duxbury 
Connor,  Dr.  Gordon  B.,  St.  Petersburg,  FL 
Coolidge.  Thomas  J.,  Jr.,  Sos(on 
Coolidge,  William  A.,  Topsfield 
Coon,  Nelson.  Vineyard  Haven 
Costello,  John  W.,  Weston 
Crohan,  David,  Oak  Bluffs 
Crosby,  Harry  H.,  Cambridge 
Cushman,  Gardner,  Belmont 
Cushman,  Mrs.  Gardner,  Belmont 


DiBenedetto,  Mrs.  Linda,  Nahant 
Dickson.  Mrs.  Edward  M  ,  Weston 
Dowd,  Mrs.  John  F  .  Roxbury 
Downes,  Dr.  Robert  B  .   Wellesley  Hills 
Dunnell,  Mrs.  William  W  ,  Jr ,  Wayland 

Edwards,  Mrs,  Patricia,  Rockport 
Edwards,  William  J  ,  Rockport 
Eichorn.  Dr  John  R  ,  Auburndale 
Eliot,  Lawrence  G  ,  Ipswich 
Elliott,  Dr  Mark  D.,  Carlisle 
Elliott,  Mrs  Mark  D  ,  Carlisle 

Faxon,  Mrs  Robert  M  ,  Milton 
Feldman,  Mrs  Sydney,  Needham 
Feng,  Yen-Tsai,  Cambridge 
Fernald.  Mason.  Cambridge 
Fernald.  Mrs  Mason.  Cambridge 
Ferree.  Dr  John  W.,  New  York.  NY 
Fiske,  George,  Sherborn 
Fitz.  William  R  W.,  Dedham 
Forbes,  David  C.  Sherborn 
Forbes,  Mrs.  David  C  ,  Sherborn 
Friedlaender,  Mrs,  Marc,  Cambridge 

Gaylord,   Emerson  G..  South  Hadtey  Center 
Gayzagian,  Albert,  Watertown 
Gayzagian,  Mrs  Albert,  Watertown 
Gleason,  Miss  Ellen  H  .  Jamaica  Plain 
Goodhue,  Mrs  Nathaniel,  Carson  City.  NV 
Goodof,  Paul  S  .  Boston 
Grollman,  Rabbi  Earl,  Belmont 
Gunderson.  Dr  Trygve,  Brookllne 
Gunderson,  Mrs  Trygve.  Brookline 

Hallowell,  Mrs  John  W.,  Cambridge 
Hallowell,  Mrs  Robert  H.,  Jr.,  Dover 
Harris,  Nathan  P.,  Boston 
Heisler,  William,  Hyannis 
Heisler,  Mrs.  William,  Hyannis 
Hemphill,  J.  Stephenson.  East  Falmouth 
Hemphill,  Mrs.  J.  Stephenson,  East  Falmouth 
Hinds.  Mrs.  E  Sturgis,  Manchester 
Hoffman,  Rev  Robert  W.,  Independence,  VA 
Holway,  Lowell  H.,  South  Natick 
Holway,  Loretta  Warner.  South  Natick 
Hooe.  Nelson  D  ,  Jr. .Dedham 
Hostetter.  Amos  B.,  Jr .  Boston 
Hubbard,  Mrs.  Charles  W.,  3rd,  Needham 
Hubbard.  Rev,  Frances  A,  Kendall  Park.  NJ 
Hubbard.  Gailanne  Cummings,  Kendall  Park.  NJ 
Huntoon,  Mrs.  D.  Thomas,  Beverly  Farms 

Innes,  Mrs.  Charles  J  ,  Boston 
Irwin.  Thomas  B..  Dedham 

Jackson.  Charles  Jr..  Boston 
Jackson.  Frank  S.,  Belmont 
Jackson,  Norman  P.,  Revere 
Jackson,  Mrs.  Norman  P.,  Revere 
Jacobs,  Mrs.  Paul  M.,  Belmont 
Johns.  Mrs.  Frank  Jr..  Bloomlield.  CT 
Jones.  Mrs.  Dorothy.  Oak  Bluffs 
Jones.  John  Williams.  St.  Charles.  IL 
Jones,  William  R..  Homdell,  NJ 
Jostrom.  Eric  H..  Townsend 


28 


8 


Annual  Report 


Kelly.  Francis  A..  Bridgewater 

Keppel.  Francis.  Cambridge 

Khachadoorian.  Gregory  B  .  Arlington 

Khachadoorian.  Mrs.  Gregory  B..  Arlington 

Kidder.  George  H..  Concord 

Kiernan.  Owen  B,.  Centerville 

Klein.  Ernest,  Boston 

Knight.  Andrew  H..  Birmingham,  AL 

Krock,  Aaron.  Worcester 

Lamb.  Miss  Aimee.  Boston 

Lamb,  Miss  Rosamond.  Boston 

Lawrence,  James.  Jr..  Brookline 

Lawrence,  John  E.,  South  Hamilton 

Lee.  William  T..  Dedham 

Lessard.  Mrs  Cynthia  J,,  Watertown 

Lessard.  Kevin  J  .  Watertown 

Lewis.  David.  Jr .  Boston 

Loring.  Peter  B..  Boxford 

Lovejoy,  Dr.  Frederick  H-.  Weston 

Lovejoy.  Mrs.  Frederick  H.,  Weston 

Lowell,  John,  Nahant 

Lowell.  Mrs.  John,  Nahant 

Lowell,  William  A..  Needham 

Lyman.  Miss  Lydia  W.,  Northeast  Harbor.  ME 

MacDougall.  Judge  John  S..  Jr .  Haverhill 
Mann.  Dr.  Robert  W..  Lexington 
Mason.  Charles  E.  Jr.,  Chestnut  Hill 
McCarty.  Rev.  Chandler  H..  Keene,  NH 
McCord.  David.  Boston 
McGrath.  Michael  F..  Marblehead 
Merriman.  Mrs.  E.B..  Providence,  Rl 
Minot.  Winthrop  G..  Boston 
Mitton.  Mrs.  Edward  J.,  Marion 
Monks.  Mrs  G.  Gardner,  Portland,  ME 
Montagu.  Mrs.  H.B.,  England 
Moor,  Pauline,  New  York 
Morss,  Sherman,  Beverly  Farms 
Morss,  Mrs-  Sherman,  Beverly  Farms 
Motley,  Edward,  Concord 
Mungovan,  John  F..  Milton 
Mungovan,  Mrs.  John  F,,  Milton 
Mussels,  Dr  F.  Lloyd,  Ontario.  Canada 
Mussels,  Mrs.  F.  Lloyd.  Ontario,  Canada 
Mutch.  Miss  Margaret,  Boston 

Nagle,  Mrs  John  D.,  Belmont 
Newbury.  Samuel  P..  Boston 
Nichols.  H.  Gilman,  Essex 
Nichols.  MrS-  H  Gilman.  Essex 

Palmer.  Caroline.  Weston 

Palmer.  Morgan.  Boston 

Parkman.  Mrs.  Henry,  Pasadena.  CA 

Peabody,  Miss  Margery,  Groton 

Pease.  Roland  F..  Wayland 

Perl.  Jerry,  Upper  Montclair,  NJ 

Perley,  Mrs.  Jesse  (Pratt),  So.  Freeport,  ME 

Pew.  George  L..  Villanova.  PA 

Plimpton.  Mrs.  George  F,,  Buffalo,  NY 

Preston,  Mrs.  Elwyn  G-,  Jr..  Chestnut  Hill 

Putnam,  Mrs.  Eliot  T..  Dedham 

Rackemann,  Miss  Elizabeth,  Boston 
Raiche.  George  A.,  Springfield 
Rice.  Mrs.  Emery  van  D.,  Weston 
Rice,  Harry  F..  Boston 


Richards,  Hamilton.  Dover 
Richards.  John,  Andover 
Richards,  Tudor,  Concord.  NH 
Roetter,  Jurgen  H,,  Springfield 

Schinelli,  L.  John,  Agawam 
Schinelli,  Mrs.  L-  John.  Agawam 
Shaw.  Mrs.  Louis  Agassiz.  Beverly  Farms 
Shelnutt.  Mrs,  Clarence  B..  Enfield.  NH 
Sherk,  Rev.  Warren  A  ,  Phoenix.  AZ 
Siguier.  George  W..  Conway 
Sillen.  Rev.  Walter,  Belmont 
Silverman,  Isadore  J.,  Boston 
Silverman,  Mrs.  Isadore  J  ,  Boston 
Sinclair,  Mrs.  Andrew,  Waltham 
Sloane,  Marshall  M  .  Boston 
Sloane.  Mrs.  Marshall  M  .  Boston 
Smiley.  Mrs,  Gilbert,  Wellesley 
Smith,  Benjamin  F,.  Spruce  Head.  ME 
Smith  Mrs-  Benjamin  F  ,  Spruce  Head.  ME 
Smithdas.  Dr.  Robert  J  .  Sands  Point.  NY 
Snow,  Mrs  William  G  ,  Newton  Centre 
Sommerfeld,  Nicholas  U-,  Cambridge 
Sorenson.  Mrs.  Charlotte  R..  Cambridge 
Sprague.  George.  Sherborn 
Sprague.  Lee.  Sherborn 
Storrow,  Miss  Mary  G  .  Maltapoisett 
Swartz.  Mrs.  George.  Lincoln 

Taylor,  Josephine  L,,  Washington.  DC 
Thayer,  Miss  Eleanor,  Watertown 
Theopold,  Philip  H.,  Center  Barnstead.  NH 
Thom.  Rev.  Francis.  New  York 
Thomas.  Mrs,  John  B  .  Boston 
Thonis,  Michael.  Boston 
Thorndike,  Benjamin  AG..  Dedham 
Thorndike,  Mrs.  Benjamin  AG.,  Dedham 
Thorndike.  John  L  ,  Dover 

Villers,  Philippe,  Billerica 
Vinios,  Louis  N.,  Canton 

Walker.  Roger  C.  Hardwick.  VT 
Waterhouse.  Rev.  Edson  G  ,  Townsend 
Waterhouse,  Dr.  Edward  J..  Bath.  ME 
Weinberg.  Mrs,  Carol,  West  Newton 
Werntz,  George,  Etna.  NH 
Werntz.  Mrs.  George.  Etna.  NH 
Whitelaw.  Miss  Mary.  Chatham 
Whitmore.  Howard.  Jr..  Newton  Highlands 
Wiggins.  Charles.  Framingham  Center 
Wiggins.  Mrs.  Charles,  2nd.  Gardiner.  ME 
Wiggins,  John,  Sargentville.  ME 
Wiggins,  Mrs.  John,  Sargentville.  ME 
Wild,  Rev  John,  Brunswick.  ME 
Willett,  W.  Ward.  Concord 
Williams.  Ralph  B,,  Chestnut  Hill 
Williams,  Mrs,  Ralph  B.,  Chestnut  Hill 
Williams,  Dr.  Vernon  P..  Boston 
Willis,  Dudley  H,,  Sherborn 
Willis,  Mrs.  Dudley  H..  Sherborn 
Wolman.  Dr.  Harold  M  ,  Brookline 
Wolman,  Mrs.  Harold  M.,  Brookline 
Woodcock.  Charles  C.  Salem.  OR 
Woodcock.  Mrs.  Nana.  Salem.  OR 

Zeilinski,  John,  Holyoke 


29 


officers  1830-1985 
Presidents 

1830-1837,  Jonathan  Phillips 
1838-1839,  Samuel  Appleton 
1840-1846,  Peter  C  Brooks 
1847-1854,  Richard  Fletcher 
1855-1861,  Edward  Brooks 
1861-1869,  Samuel  May 
1870-1871,  Martin  Brimmer 
1872-1897,  Samuel  Eliot 
1898-1930,  Francis  A.  Appleton 
1930-1946,  Robert  H.  Hallowell 
1946-1953,  Reginald  Fitz,  M.D. 
1953-1954,  Warren  Motley 
1954-1971,  Augustus  Thorndike,  M.D. 
1971-1978,  Samuel  Cabot 
1978-  C.  Richard  Carlson 

Vice-Presidents 

1831-1834,  William  Calhoun 
1835-1846,  Thomas  H,  Perkins 
1847-1850,  Edward  Brooks 
1851-1852,  John  D.  Fisher 
1852-1866,  Stephen  Fairbanks 
1867-1870,  Joseph  Lyman 
1871-1892,  John  Cummings 
1893-1896,  George  Hale 
1897-1911,  Armory  A.  Lawrence 
1912-1913,  N.P.  Hallowell 
1914-1921,  George  H.  Richards 
1922-1929,  William  L.  Richardson 
1930-1946,  G.  Peabody  Gardner 
1946-1956,  Ralph  Lowell 
1956-1971,  Samuel  Cabot 
1971-1976,  John  Lowell 
1976-1977,  Gardner  Cushman 
1977-1978,  C,  Richard  Carlson 
1978-  Mrs.  Mason  Fernald 

1978-  Dudley  H.Willis 

Treasurers 


1830-1839, 
1840-1846, 
1847-1861, 
1862-1868, 
1869-1872, 
1873-1879, 
1880-1881, 
1881-1902, 
1903-1904, 
1904-1916, 
1917-1935, 
1935-1945, 
1945-1950, 
1950-1972, 
1972- 


Richard  Tucker 
Peter  R.  Dalton 
Thomas  B.  Wales 
William  Claflin 
William  Endicott 
Henry  Endicott 
Patrick  T.  Jackson 
Edward  Jackson 
Patrick  T.  Jackson 
William  Endicott 
Albert  Thorndike 
Roger  Amory 
John  P.  Chase 
Ralph  B.  Williams 
John  W.  Bryant 


Directors 

1831-1876,  Samuel  Gridley  Howe 
1876-1906,  Michael  Anagnos 
1907-1931,  Edward  E.Allen 
1931-1951,  Gabriel  Farrell 
1951-1971,  Edward  J.  Waterhouse 
1971-1977,  Benjamin  F.  Smith 
1977-1984,  Charles  D.  Woodcock 
1985-  Kevin  J.  Lessard 


TRUSTEES  1830-1985 

Achin,  Roland,  M. 

Honorary  Trustee 
Adams,  Melvm  O. 
Allen,  Henry  F.,  M  D. 
Ames,  Frederick 
Amory,  Robert 
Amory,  Roger 

Andrew,  John  A 
Angier,  Mrs,  George 
Apthorp,  Robert  E. 
Appleton,  Francis  H. 
Armstrong,  Samuel  T. 
Arnold,  Mrs.  David  B.,  Jr. 

Baker,  Joseph 
Baylies,  Walter  Cabot 
Bellows,  A.J. 
Benedict,  Wm.  Leonard 
Book,  Miss  Dorothy  L. 
Bouve,  Thomas  T. 

Brooks,  Edward 
Brooks,  Edward 
Brooks,  Francis 

Bryant,  John  W. 
Buckingham,  J.T. 

Cabot  Samuel 

Honorary  Trustee 
Campbell,  Mrs.  Frederic  W. 
Carlson,  C.  Richard 
Cary,  T.G. 

Chandler,  Theophilus 
Chase,  John  P 
Cheever,  David 

Honorary  Trustee 
Connolly,  Rev.  John  J. 
Cornell,  William  M. 
Costello,  John  W. 
Cushman,  Gardner 

Honorary  Trustee 
Cutler,  Pliny 

Daley,  Mrs.  Francis  J. 
Danielson.  Mrs.  Richard  E. 

Honorary  Trustee 
Denny,  Dr.  George  P. 
Dixweil,  J.J. 
Dowd,  Mrs.  John  F. 
Druker,  Bertram 
Drury,  Theodore  F. 
Dwight,  John  S. 

Eliot,  Samuel  A. 

Emerson,  George  B. 
Emery,  Isaac 
Emmons,  Nathaniel  H. 
Endicott,  William 
Endicott,  William 
Engelhardt,  M 
Edwards,  William 

Fairbanks,  Stephen 
Fay,  Rosamond 
Fay,  Thomas  J. 


1960-1981 

1981- 

1901-1903 

1965-1976 

1886-1888 

1920-1921 

1934-1935 

1945-1946 

1859-1860 

1913-1921 

1866-1882 

1920-1929 

1833-1834 

1965-1976 

1837 

1906-1919 

1855 

1902-1908 

1949-1953 

1851-1854 

1861-1891 

1833-1846 

1891-1898 

1866-1879 

1883-1891 

1953-1969 

1851-1852 

1952-1980 

1980-1985 

1948-1949 

1971- 

1834-1859 

1848-1865 

1940-1945 

1946-1978 

1978- 

1945-1956 

1856-1857 

1965- 

1971-1984 

1984- 

1833-1835 

1935-1939 
1934-1961 
1972-1983 
1942-1943 
1847-1851 
1937-1939 
1962-1964 
1943-1945 
1875-1893 

1840-1841 
1865-1872 
1851-1860 
1852-1853 
1852-1853 
1888-1911 
1917-1934 
1883-1884 
1980- 

1842-1866 
1918-1920 
1918-1922 


30 


8 


Annual  Report 


Faxon,  Henry  H. 

1932-1942 

Maliotis,  Charles 

1945-1947 

Fernald,  Mrs.  Mason 

1971- 

Mann,  Horace 

1833-1851 

Fisher,  John  D. 

1833-1850 

Mason,  William  P. 

1833-1835 

Fitz,  Reginald.  M.D. 

1943-1953 

May,  Samuel 

1834-1861 

Fitzpatrick,  Paul  E. 

1921-1940 

McGrath,  Michael  F. 

1951-1953 

Fitzpatrick,  Thomas  B. 

1912-1918 

Means,  James  H. 

1879-1883 

Flanigan,  Rt.  Rev.  Charles  R. 

1958-1962 

Mills,  James  K. 

1838-1848 

Frothingham,  Rev.  Paul  Revere 

1903-1926 

Motley,  Warren 

1933-1971 

Honorary  Trustee 

1971 

Gage,  Mrs.  Homer 

1933-1948 

Mudge.  E  R. 

1866-1871 

Gardiner.  Charles 

1895-1908 

Gardiner,  Robert  H. 

1899-1901 

Neal,  Paul  L. 

1949-1953 

Gardner,  G.  Peabody.  Jr. 

1922-1945 

Nichols.  H.  Gilman 

1980- 

Gayzagian.  Albert 

1976- 

Gleason.  Miss  Ellen  H. 

1939-1945 

O'Connor,  Rev.  George  P. 

1925-1943 

Glover.  Joseph  B. 

1875-1902 

Osgood,  Charles  E. 

1922-1925 

Glover.  Joseph  H. 

1873-1875 

Goodwin,  Ozias 

1836-1846 

Paine,  Robert 

1881-1883 

Gray,  Thomas 

1842-1845 

Palmer,  Julius 

1860-1861 

Parkman.  Mrs.  Henry.  Jr. 

1945-1948 

Hale,  George  S. 

1865-1875 

Peabody.  Andrew  P. 

1875-1881 

Hallowell,  John  W. 

1969-1980 

1886-1893 

Hallowell,  N.P. 

1898-1914 

Perkins.  Edward  N. 

1866-1868 

Hallowell,  Robert  H. 

1914-1930 

1869-1899 

1940-1956 

Perkins.  William 

1856-1861 

Honorary  Trustee 

1956-1958 

Phillips,  John  C. 

1882-1885 

Hallowell,  Robert  H.,  Jr. 

1956-1976 

Phillips,  Stephen  C, 

1833-1839 

Honorary  Trustee 

1976-1978 

Picard,  Frederick  P. 

1974-1975 

Heard,  J.  Theodore 

1875-1906 

Prescott,  William  H. 

1833-1839 

Higginson,  Henry  Lee 

1872-1883 

Purdon,  Miss  Maria 

1921-1932 

Hill,  Hamilton  A. 

1871-1873 

Putnam,  Mrs.  George  T. 

1923-1934 

Holmes,  Henry  W.,  L.L.D. 

1941-1952 

Putnam,  Mrs.  James  J. 

1908-1913 

Holway,  Loretta  Warner 

1977- 

Homans,  John 

1833-1847 

Quincy,  Josiah,  Jr. 

1861-1880 

Hornblower,  Henry 

1929-1933 

Quincy,  Samuel  M. 

1881-1887 

Howe,  Henry  Marion 

1893-1902 

Howe,  Solomon  H. 

1872-1875 

Rantoul.  Robert 

1833-1851 

Hunnewell,  Francis  W. 

1898-1903 

Richards,  George  H 

1896-1922 

Richardson,  William  L. 

1888-1932 

Jackson,  Edward 

1903-1906 

Rogers,  Miss  Annette  P. 

1907-1918 

Jackson,  William  M. 

1855-1856 

Rogers,  William  B. 

1862-1866 

Jarvis,  Edward 

1853-1854 

Rotch,  Benjamin  S. 

1858-1875 

Johnson,  Rev.  Herbert  S. 

1906-1907 

Russell,  George  R. 

1847-1860 

Jones,  Mrs.  Dorothy  S. 

1976-1978 

1862-1866 

Jostrom,  Eric  H. 

1971-1974 
1980-1982 

Russell,  Henry  S. 

1885-1889 

Jostrom,  Rev.  W.  Chester 

1967-1971 

Saltonstall,  Leverett 

1884-1886 
1889-1895 

Kollingian,  Jack  H. 

1964-1971 

Saltonstall,  Leverett 

1922-1939 

Krock,  Aaron 

1964-1965 

Saltonstall,  Richard 

1946-1976 

Honorary  Trustee 

1976-1982 

Lawrence,  Abbot 

1833 

Saltonstall,  Richard  M. 

1899-1922 

Lawrence,  Amory  A. 

1911-1912 

Shaw,  G.  Howard 

1854-1855 

Leviseur,  Mrs.  Frederick  J. 

1933-1941 

Shelnut,  Clarence  B. 

1965-1966 

1948-1971 

Sherrill,  Rev.  Henry  R. 

1926-1933 

Honorary  Trustee 

1971-1978 

Sigular,  George  W. 

1976-1982 

Livermore,  Thomas  L. 

1896-1898 

Silverman,  Isadore  J. 

1953-1956 

Loring,  Benjamin 

1849-1852 

1957-1960 

Loud,  Samuel  P. 

1833-1850 

Sleeper,  Jacob 

1855 

Lowell,  Augustus 

1867-1869 

Sloane,  Marshall  M. 

1980-1965 

1870-1874 

Smiley,  Mrs.  Gilbert 

1953-1956 

Lowell,  James  Arnold 

1908-1926 

1957-1960 

Lowell,  John  A. 

1835-1836 

Snelling,  Samuel  G. 

1869-1886 

Lowell,  John 

1956-1981 

Sommerfeld,  Nicholas  U. 

1981- 

Honorary  Trustee 

1981- 

Sorenson,  Charlotte 

1981- 

Lowell,  Ralph 

1926-1946 

Stephenson,  John  H. 

1863-1864 

Lyman,  Joseph 

1853-1870 

1865-1866 

Lyne,  Daniel 

1937-1951 

Stone,  Henry 

1893-1896 

Sturgis,  James 

1857-1888 

31 


Sumner,  James  1846-1853 

Swarlz,  George  1953-1956 

Temple,  Thomas  F.  1886-1899 

Thaxter,  Joseph  B  1856-1866 

Thompson,  Cameron  S-  1947-1949 

Thorndike,  Albert  1911-1917 

Thorndike,  Augustus,  M,D,  1953-1971 

Honorary  Trustee  1971 

Thorndike,  S,  Lothrop  1887-1911 

Ticknor,  W  D.  1854-1864 

Wales,  George  W.  1875-1896 

Weinberg,  Mrs.  Carol  1962-1964 

Wetherbee,  John  H,  1883-1886 

Williams,  Ralph  B,  1950-1977 

Honorary  Trustee  1977- 

Willis,  Dudley  H.  1976- 

Winthrop,  Robert  1836-1841 

Wright,  Miss  Lucy  1931-1935 

Zeilinski,  John  1936-1937 


32 


8 


Annual  Report 


Perkins  Personnel 

Admtnistrative  Services 

Kevin  J.  Lessard,  B.A.,  M.Ed., 

C.A.G.S.,  Director 
Norma  McCormack,  A.S. 

Administrative  Assistant 
Barbara  Torchetti 

Secretary 
Maureen  Lennon 

Direction  Coordinator 


Business  Services 


John  T.  Gleason,  B.S. 

Financial  Director 
Leon  J.  DeMartin,  B.S. 

Accountant 
Florence  Capobianco 

Secretary 
Vera  Rosati 
Barbara  Bean,  B.A. 
Ann  Brennan 
Mary  Duval 
James  Earl,  B.S. 
Cheryl  Judkins 
Theresa  Mazzacua,  B.S. 
Cheryl  McDade,  AS. 
Frances  Oliverio 
Barry  Reilly,  B.S. 
August  Rodriques 
Carol  Vincent 


Personnel  Office 

Kenneth  Melanson,  B.S.,  M.B.A. 

Personnel  Director 
Ellen  Zemon,  B.S.,  M.Ed. 

Employment  Manager 
Ruth  Karcher 

Secretary 


Public  Relations 
&  Publications 

Ronald  C.  Trahan,  B.S.,  M.Ed. 

Coordinator 
Susan  C.  Bower,  B.S. 

Secrefary 
Ida  Scarlett 

Telephone  Operator 
Elizabeth  Bolton 

Telephone  Operator 
Lois  Downing 

Mailroom  Clerk 

Telephone  Operator 


Development 

Henry  F.  Colt  Jr.,  A.B. 

Development  Director 
Elizabeth  O'Brien,  A. A, 

Administrative  Assistant 

SCHOOL  LIBRARIES 

AND 

REGIONAL  LIBRARY 

Research  Library 

Kenneth  A.  Stuckey,  B.S..  M.L.S. 

Research  Librarian 
Eloise  Lyman,  B.S. 

Secretary 

Regional  Library  for  the 
Blind  and  Physically 
Handicapped 

Patricia  A.  Kirk,  B.A.,  M.L.S. 

Librarian 
Kim  L.  Charlson,  B.S.,  M.L.S. 

Patron  Services  Librarian 
Ethanne  Smith,  B.A.,  M.A. 

Collection  Services 

Supervisor 
Jean  DiLorenzo 

Registration  Services 

Specialist 
Elizabeth  Perry 

Circulation  Service  Specialist 
Anna  Roselli 

Outreach  Service  Specialist 
Bernard  Burns 
Donald  Davis 
Stephen  Waterhouse 
Joseph  Kenney 

Receiving  Room  Clerks 
Robert  Leonard 

7"ape  Technician 
William  Jenison 

Magazine  Clerk 
Eugene  Curtis 
Virginia  Dantona 
Maryelien  Glennon 
Dina  Lamagna 

Readers  Advisors 
Deborah  Rancourt 
David  Pruett 

Library  Clerks 


Instructional  Support 
Services 

A.  Claude  Ellis,  B.S.,  M.Ed. 

Coordinator 
Rosemare  Silva 

Secretary 
Kenneth  Duran,  B.A. 

Inservice  Training  Instructor 
Michael  Cataruzolo,  B.S., 

M.Ed.,  C.A.G.S.,  Supervisor 

of  Volunteer  Services 
Kenneth  Stuckey,  B.S.,  M.L.S. 

School  Library 
Eloise  Lyman,  B.S. 

School  Library 
Lee  R.  Schiel,  B.S. 

Instructional  Materials 

Coordinator 


New  England  Services  to 
Deaf-Blind  Children 

Marianne  Riggio,  B.A.,  M.Ed. 

Coordinating  Consultant 
Deborah  Goessling,  A.B.,  M.Ed. 

Educational  Consultant 
Carol  Thompson 

Secretary 


Total  Life  PlanningGrant 

Debra  Kamen,  B.A.,  M.S. 

Project  Administrator 
Steven  Davies,  B.S.,  M.Ed. 

Transitional  Living  Specialist 
Doris  Nollman,  B.S.,  M.S. 

Teacher-Home  &  Personal 

Management 
Stephen  Perreault,  B.A.,  M.Ed. 

Teacher-Home  &  Personal 

Management 
Susan  Davis 

Secretary 


Pre-Vocational  Grant 

Betsy  McGinnity,  B.A.,  M.Ed. 

Project  Administrator 
Ellen  Stokar,  B.S.,  M.Ed. 

Teacher-  Vocational 
Russell  Kenefick,  B.S. 

Teacher-Vocational 


33 


Grounds  and 
Maintenance 
Department 

William  J.  Schmitt 
Superintendent 

Margaret  Murphy 
Secretary 

Custodial 

John  Capela 
Robert  Collins 
Patrick  Connaughton 
Oliver  Cooper 
William  Forte 
William  Harris 
Paul  Mason 
Costa  Santoro 

Engineering 

Misak  Kulbashian 
Edward  Rancourt 
Winston  Rodriguez 
Curtis  Woodcock 
Bill  Walsh 

Security 

Paul  Cloutier,  Relief 
Phillip  Cox,  Relief 
James  Dirrane 
Robert  Hastie,  Jr. 
William  Shippie,  Relief 
Joseph  Terrasi 
Wilbur  White,  Relief 

Painting 

Richard  Collins 
Emery  Stephens 

Carpentry 

Donald  Burns 
Robert  Schuster 

Utiiity  Worlters 

William  Foley 
Paul  Daniell 
John  St.  Onge 


Dietary,  Laundry, 

Housekeeping 

Services 

Lincoln  Higgins,  B.S. 

Supervisor 
John  Marchant 

Assistant  Supervisor 
Jane  Frechette 

Secretary 
Leo  Harrington 

Storekeeper  Foreman 
Paul  Cloutier 

Storekeeper 
Joe  DeLucca 

Storekeeper 
Raymond  Everett 

Custodian 
Adelbertina  Jordao 

Laundress 
Anna  Peeling 

Laur7dress 


34 


8  6  Annual  Report 


Teacher  Education 

Cafer  Barkus,  B.A.,  M.Ed.,  Assistant  Coordinator 
Elizabeth  Sparks,  B.A.,  M.A.T.,  Assistant  Coordinator 
Carolyn  Hodgen,  Secretary 

Program  I  -  Teacher  oi  the  Visually  Handicapped 

K.  Deree  Johns,  Monrovia,  Liberia 

Samuel  V.  Joseph,  B  Sc  ,  B.T.,  Tamilnadu,  India,  University  of  Madras 

Smita  S.  Khanapurkar,  B.A.,  B.Ed  ,  Bombay,  India,  University  of  Bombay 

Boo  Soon  Kim,  B.A  ,  Seoul,  Korea,  Joong-Ang  University 

Singay  Namgay,  Khaling,  East  Bhutan 

M.D.  Wane  Phire,  Mangochi,  Malawi 

Maria  C.N.  Tabije,  B.S.E.,  Quezon  City.  Phillipines,  University  of  St.  Thomas,  Manila 

Program  II  -  Teacher  of  the  Deaf-Blind 

Gricelda  Callegari,  B.A.,  Cordoba,  Argentina 

Marie  Gagliano,  B.A.,  Yonkers,  New  York,  Manhattanville  College 

Program  III  -  Instructor  In  Orientation  and  Mobility 

Roseanne  Murphy,  B.S.,  Wilkes  Barre,  Pennsylvania,  Kutztown  State  University 
Kay  Pruett,  B.A.,  Seattle,  Washington,  University  of  Northern  Colorado 

Program  IV  -  Specialized  Training/Research 

Shanti  Bhattacharyya,  B  S  ,  West  Bengal,  India 
Dorothea  French,  M.S.,  Amherst,  Nova  Scotia 


35 


Perkins 

Instructional  and 
Training  Programs 

Kevin  J.  Lessard.  B.A  .  M.Ed,, 
C.A.G.S.,  Coordinator 

Maureen  P.  Lennon 
Administrative  Assistant 

Preschool  Services 

Tom  Miller,  B.A..  MS, 

Supervisor 
Elizabeth  Parkhurst 

Secretary 
Deborah  Gleason,  B  A  ,  M.Ed 

Teaclier 
Donna  Feinberg  B,A.,  M.Ed. 

Teactier 
Peg  Fagely.  B.A.,  M.Ed. 

Teacher 
Harriet  Ward,  B.S.,  M  Ed. 

Teacher 
Gary  Snyder,  B.S..  M.Ed. 

Teacher 
Ann  Ross.  B.S  .  MS  W 

Social  Worker 
Carol  Gallant 

Program  Aide 
MarietteSolleveld,  B.S. 

Program  Aide 

Primary  and 
Intermediate  Program 

Lawrence  Melander,  A.B., 
M.Ed.,  C.A.E.S. 

Supervisor 
Rita  Azevedo,  A. A. 

Secretary 

George  Ball,  B  S.,  M.Ed. 
Physical  Education  Teacher 

Peggy  Ballou,  B.M, 
Generalist  Teacher 

Storm  Barkus,  B.M  ,  M.Ed. 
Generalist  Teacher 

Judith  Bevans,  B.A.,  M.Ed., 
M.M.,  C.M.T. 
Music  Teacher 

Janet  Cason,  B  A  ,  M  Ed. 
Mobility  Teacher 

Regina  Gaterina,  A. A. 
Assistant  Houseparent- 
Anagnos 

Prlscilla  Chapin,  B.S.,  M.Ed. 
Generalist  Teacher 

Catherine  Cowen 
Assistant  Teacher 

Dianne  Curry,  B  A.,  M.Ed. 
Generalist  Teacher 

Charlotte  Cushman,  B.A. 
Teacher  Aide 

Joseph  D'Andrea,  B  A. 
Assistant  Houseparent- 
Anagnos 


Toby  Early,  B.A. 
Assistant  Houseparent- 
Bradlee 

Robert  Gilroy.  A.B. 
Reliel  Houseparent 

Deborah  Hedeen,  B.A. 
Teacher  Aide 

Kathleen  Heydt,  B.S.,  M.Ed., 
R.P.T. 
Mobility  Teacher 

Carol  Jancovic,  B.S.,  M.Ed. 
Generalist  Teacher 

Betsy  Kennedy.  B.S. 
Assistant  Houseparent 

Cynthia  Lavalee,  B.A. 
Assistant  Houseparent- 
Anagnos 

Mary  McCarthy,  B.S.,  M.Ed. 
Generalist  Teacher 

Tara  Murphy,  B.A. 
Assistant  Houseparent- 
Bradlee 

Cynthia  O'Connell,  B.S.,  M.Ed 
Generalist  Teacher 

Judith  Palmer,  B.A.,  M.Ed. 
Generalist  Teacher 

Elizabeth  Peebles-Underwood, 
B  S..  M.Ed. 
Mobility  Teacher 

Chip  Pimlott,  B.A. 
Assistant  Houseparent- 
Anagnos 

Rhonda  Pinkham.  B.S. 
Houseparent-Bradlee 

Laurie  Prothero,  A.B. 
Reliel  Houseparent-Anagnos 

Kay  Pruett,  B.A.,  M.Ed. 
Mobility  Teacher 

Deirdre  Regan,  BS.W. 
Assistant  Houseparent- 
Bradlee 

SueSt,  Clair,  B.S..  M.A.,  M.Ed. 
Generalist  Teacher 

Myra  Schrode,  B.A.,  M.Ed. 
Generalist  Teacher 

Patricia  Sullivan,  B.A. 
Assistant  Houseparent- 
Anagnos 

Roberta  Tomascoff,  B.A.,  MA. 
Industrial  Education  Teacher 

Susan  Trummel 
Relief  Houseparent-Bradlee 

Adele  Trytko,  B.M.,  MM. 
Music  Teacher 

Elaine  Tulis 
Houseparent-Anagnos 

Susan  VanSplinter,  B.A. 
Assistant  Houseparent- 
Bradlee 

36 


Deaf-Blind  Program 

Michael  T.  Collins,  B.A.,  M.Ed. 

Supervisor 
Christina  Castro  B.S.E.,  M.S. 

4ss/sfanf  Supervisor 
Martha  Majors,  B.A.,  M.Ed. 

Assistant  Supervisor 
Judith  Spar,  B.S. 

Secretary 
Roseanne  Hegger 

Secretary 

Walter  Alexander,  B.A. 
Vocational  Teacher 

Lynnette  Arcidino,  B.S. 
Interpreter/  Teacher  A  ide 

Fiona  Bennie,  B.A 
Assistant  Houseparent- 
Eliot  Apt. 

Carol  Benoit 
Assistant  Teacher 

Sandra  Berkowitz,  M.Ed. 
Vocational  Teacher 

Barbara  Birge,  B.A. 
Generalist  Teacher 

Delma  Boyce 
Assistant  Teacher 

Delores  Brady,  B  A 
Houseparent-Moulton 

Laura  Breault,  B.A. 
Teacher 

Victoria  Brennan,  B.A.,  M.Ed. 
Mobility  Teacher 

Wendy  Buckley,  A.S.,  B.A. 
Interpreter/Teacher  Aide 

Cynthia  Budzianowski,  B.S. 
Teacher  Aide 

Kathy  Bull 
Interpreter/Teacher  Aide 

Charlene  Calkins 
Assistant  Houseparent-Eliot 

Lisa  Clarke,  B.A. 
Vocational  Teacher 

Carol  Cook,  A.B.,  M.Ed. 
Generalist  Teacher 

Steven  Davies,  M.Ed. 
Vocational  Teacher 

Vicki  Desalvatore,  B.A. 
Teacher  Aide 

Janice  Deyoe.  B.A. 
Assistant  Teacher 

Carol  Dillingham,  B.A.,  M.Ed. 
Generalist  Teacher 

Melissa  D'Ottavio,  A. AS. 
Houseparent-Eliot 

Elizabeth  Easton,  B.A 
Teacher  Aide 


8 


Annual  Report 


saasi-. 


Kathy  Ehrenfried 
Teacher  Aide 

Michael  Fee,  B.A. 
Houseparent-G  lover 

Linda  Fildes,  B.A. 
Generalist  Teacher 

Cheryl  Fratto,  B.A. 
Teacher  Aide 

Diane  Furino-Bleier,  B.A.,  M.A. 
GeneralisI  Teacher 

Ariel  Greenidge,  B.S. 
GeneralisI  Teacher 

Eugene  Hoy 
Houseparent-Eliot 

Patricia  Hoy 
Assistant  Houseparent- 
Moulton  Apartment 

Lisa  Jacobs,  B.A. 
Vocational  Teacher 

Elizabeth  Jefferson,  B.A. 
Generalist  Teacher 

Arthur  Johnston,  B.A.,  M.S. 
Generalist  Teacher 

Susan  Jones,  B.A. 
HouseparenI-  Tompkins 

Susan  Jumper,  B.A.,  M.Ed. 
Generalist  Teacher 

Irene  Leber,  B.A. 
Relief  Houseparent-Glover 

Elizabeth  LeBlanc 
Relief  Houseparent-Eliot 

Dennis  Lolli,  B.A.,  M.Ed., 
C.A.G.S. 
Mobility  Teacher 

Margaret  Lydon,  B.A. 
Generalist  Teacher 

Cynthia  Maher,  B.A.,  M.Ed. 
Generalist  Teacher 

Elizabeth  McGinnity,  M.Ed. 
Vocational  Coordinator 

Barbara  Miles,  B.A.,  M.Ed. 
Generalist  Teacher 

Deborah  Milliken 
Houseparent-G  lover 

Susan  Moleti,  B.S.,  M.Ed. 
Generalist  Teacher 

James  Mitchell,  B.A. 
Houseparent-Tompkins 

John  Moriarty,  B.A. 
Teacher  Aide 

Margaret  Moulton,  B.A. 
Teacher  Aide 

Cheryl  Newton,  B.S. 
Physical  Education  Teacher 

Rachel  Noyes,  B.A. 
Teacher  Aide 


Steven  Perreault,  B.A.,  M.Ed. 
Daily  Living  Skills  Specialist 

Eric  Plate 
Assistant  Houseparent- 
Moulton 

Denise  Roberge 
Assitant  Houseparent- 
Tompkins  Apt. 

Florence  Ryu,  B.S. 
Generalist  Teacher 

Marilyn  Sideris,  B.A. 
Generalist  Teacher 

Sharon  Stelzer,  B.A. 
Generalist  Teacher 

Charlotte  Spinkston 
Teacher  Aide 

Sheila  Telles,  B.A. 
Teacher  Aide 

Arlene  Velleman,  B.S. 
Generalist  Teacher 

Mary  Zatta,  B.A.,  M.A. 
Generalist  Teacher 

Secondary  Services 

Cynthia  Essex,  B.A.,  M.Ed. 

Supervisor 
Dorothy  Parsikian 

Secretary 
John  Donahue 

Secretary 

Linda  T.  Ahern,  B.S. 
Generalist  Teacher 

Maria  Pia-Antonelli,  B.M.,  MM. 
Music  Teacher 

Jacqueline  Boudreau,  B.S. 
Assistant  Houseparent- 
Keller-Sullivan 

D.  Raymond  Briscoe 
Program  Aide 

Cheryl  Brown 
Assistant  Houseparent-Fisher 

Susan  Bruce,  B.A. 
Program  Aide 

James  Burdell,  B.A. 
Assistant  Houseparent- 
Brooks 

Margaret  Carney,  B.S. 
Houseparent-Fisher  Cottage 

Anthony  J.  Cekada 
Assistant  Houseparent-Fisher 

Elaine  Cheng,  B.S.,  M.Ed. 
Generalist  Teacher 

C.  Stephanie  Cox,  B.S.,  M.Ed. 
Adapted  Physical  Education 
Teacher 

Lisa  D'Amato 
Program  Aide 


Paul  Doerr,  B.A.,  M.Ed. 
Mobility  Teacher 

Janice  Eastman,  B.S. 
Program  Aide 

Jeanne  Fleming,  B.S.,  M.Ed. 
GeneralisI  Teacher 

Stephen  J.  Fox,  B.A.,  B.S. 
Industrial  Liaison 

Edward  Freeman,  B.S.,  M.Ed., 
C.A.G.S. 
Program  Aide 

Christopher  Gaynor,  B.S. 
Assistant  Houseparent-Oliver 

George  Goodwin,  B.S.,  M.Ed. 
Industrial  Education 
Department  Chairperson 

Lynn  Gosselin 
Program  Aide 

Suzanne  Graff,  B.S. 
Work  A  ctivities  Teacher 

Brenda  Howard,  B.S.,  M.Ed. 
Generalist  Teacher 

Elizabeth  Holbrook,  A. A. 
Administrative  Assistant- 
Residences 

Paula  Huffman,  A.B.,  M.Ed. 
Generalist  Teacher 

Todd  B.  Hyde,  B.A. 
Houseparent-May 

Dorothy  M.  Jackman,  A.B., 
M.Ed. 
Generalist  Teacher 

Czeslaw  Jankowski,  PhD. Ed. 
Program  aide 

Jenny  Jelliffe,  B.S. 
Assistant  Houseparent-Oiiver 
Awake  Overnight  Staff 

Joan  Katz,  B.S.,  M.Ed. 
Generalist  Teacher 

Karen  Keeler,  B.S. 
Vocational  Teacher 

Raymond  P.  Kiley,  B.A.,  M.Ed. 
Generalist  Teacher 

Melissa  King,  B.S. 
Assistant  Houseparent- 
Brooks 

Claudia  Knight-Zimmer 
Program  A  ide 

Deborah  Krause,  B.S. 
Industrial  Education  Teacher 

Robin  Lajoie 
Assistant  Houseparent-May 

Rosalind  Lannquist,  B.A.,  M.Ed. 
Generalist  Teacher 

Susan  Lind-Sinnanian,  B.S., 

M.Ed. 
Home  and  Personal 
Management  Teacher 


37 


Rachel  Noyes,  B.S..  MEd. 
Generalist  Crafts  Teacher 

Charles  Peck,  B.A. 
Assistant  Houseparent-May 

Charles  Pimlott,  B  A. 
Houseparent-O  liver 

Kathleen  Power,  A. A. 
Assistant  Houseparent-Fisher 

William  Reagan,  B.S.,  M.Ed. 
Physical  Education  Teacher 

Karen  Ringvall,  B.S. 
Home  &  Personal 
Management  Teacher 

Peter  Ropp 
Assistant  Houseparent- 
Brooks 

Charles  Roth,  B.A.,  M.Ed. 
Mobility  Teacher 

Nancy  Russell,  B.A.,  Dip.Ed.. 
Dip.R.,  M.Ed. 
Sales  Teacher 

Cynthia  Salem,  B.S.,  M  Ed. 
Generalist  Teacher 

Judith  Sayenga,  B.S.,  M.Ed., 

M.S- 
Home  &  Personal 
Management  Teacher 

Marcy  Scott,  B.S.,  MA. 
Spanish  Opt  aeon  Guitar 
Teacher 

Susan  J.  Seltzer,  B.S. 
Houseparent-Brooks 

Alexandra  Smith,  B.S.,  M.Ed. 
Remedial  Language  Arts 
Teacher 

John  J.  Smith,  B.S..  M.Ed. 
Work  A  ctivities  Supervisor 

Michelle  Smith,  B.S.,  M.S. 
Houseparent-Keller-Sullivan 

Sally  Stuckey,  B.A.,  M.Ed. 
Math  &  Science  Teacher 

Helen  Stohlman,  B.A. 
Houseparent-O  liver 

James  Sullivan,  B.A.,  MA. 
Mobility  Teacher 

Pamela  Titus,  B.S.,  M.Ed. 
Mobility  Teacher 

AdeleM.Trytko,  B.M.,  M.M. 
Music  Teacher-Handbells 

Joanne  Wholley,  B.S.,  M.Ed. 
Mobility  Teacher 


Program  Aide 
Program 

Mary  McDonagh,  Supervisor 
Carolyn  Hodgen,  Secretary 

Program  Aides 

Kathleen  P.  Adams 
Joseph  J.  Cadieux,  B.A. 
Charlene  M.  Calkins,  A. A. 
Regina  Caterina,  A.Sc. 
AnnaM.  Clifford 
Paul  E.  Cody 
Barbara  Cunningham 
Peter  J.  Czochancki 
Dorothy  Dowe 
Karen  M.  Hern,  B.A. 
Patricia  A  Hoy,  B.S. 
Cynthia  A  Lavallee,  B.A. 
Helen  H.  Murphy 
Margaret  E.  McGinnis 
Charles  J.  O'Leary,  Jr. 
Eric  Plate 

Denise  F.  Roberge,  A. A. 
James  Wilcox 

Severe  Impaired 
Program 

Debra  Murphy,  B.A.,  M.Ed. 
Supervisor 

Kenneth  Anderson,  B  S. 
Program  Aide 

Geneva  Bass 
A  wake  Assistant  Houseparent 

Allison  Bell 
Program  Aide 

Maria  Centeio 
Program  A  ide 

Barbara  Davis 
Program  Aide 

Donna  DeStefeno,  B.S. 
Teacher 

Delois  DeVane 
Program  Aide 

Kina  Friberg 
Program  A  ide 

Christina  Gauthier,  B.A 
Assistant  Houseparent 

Sharon  Glynn 
Houseparent 

Peter  Jacobson 
Program  Aide 

Maggie  Mahoney 
Program  A  ide 

Joanne  Marcano 
Program  A  ide 


Patricia  McDaid,  B.A. 
Program  Aide 

Constance  McKoewn,  A. A 
Program  Aide 

Frank  Mead,  BSE. 
Awake  Overnight 
Houseparent 

Mary  D.  Najia,  B.A.,  MA. 
Houseparent 

Kim  Nelson,  A. A..  B.A. 
Teacher 

Patrice  Sofoulis,  A. A. 
Assistant  Houseparent 

EdSokol,  B.S,  M.A. 
Program  Aide 

Pamela  Stafford 
Houseparent 

Sally  Thomas,  B.S. 
Teacher  Trainee 

Larry  Toner 
Assistant  Houseparent 

Barbara  Weinstein,  B.A. 
Program  Aide 

Kzado  Ziegbe,  B.A.,  M.Ed. 
Awake  Overnight 
Houseparent 

Adult  Services 
Program 

Barbara  B  Boeger.  B.A.,  M.Ed. 

Supervisor 
Vee  Agahigian 

Secretary 

Multi-Impaired  Unit: 

Cheryl  Flynn,  B.A..  M.Ed. 
Unit  Leader 

Cafer  Barkus,  B.A.,  M.Ed. 
Generalist  Teacher 

Maureen  ONeil,  B.A.,  B.S. 
Teacher 

Gordon  Sullivan 
Rehabilitation  Aide 

Kathleen  Tighe 
Rehabilitation  Aide 

Diane  Ziener,  B.A.,  M.Ed. 
Teacher 

Ellen  Tighe,  B.S..  M.Ed. 
Assistant  Residence  Manager 

Head  Injury  Unit: 

Cynthia  Shulak-Rome,  B.A., 
M.A. 
Unit  Leader 

Carolyn  Dallaire,  B.S. 
Rehabilitation  Aide 


38 


8 


Annual  Report 


Nora  Horan 
Rehabilitation  Aide 

Judy  Johnson 
Rehabilitation  Aide 

Karen  Kaufman,  B.S.,  MA. 
Rehabilitation  Aide 

Michael  Orcutt,  B.S. 
Teacher 

Chrys  Peralta,  B.A..  M.Ed. 
Generalist  Teacher 

Specialist  Services 

Wendy  Bridgeo,  B.A. 
Vocational  Teacher 

Michael  Cataruzolo,  B.S., 
M.Ed.,  C.A.G.S. 
Physical  Education 

Kathy  Conway,  B.S. 
Vocational  Teacher 

Bud  Green 

Work  A  ctivity  Teacher 

Michael  Ruiz. 
Piano  Tuning  Teacher 

Residential  Services: 

Russell  Bosbach,  B.A. 
Assistant  Residence  M anager 

Bob  Carney,  B.S.,  M.Ed 
Awake  Overnight 

Tyler  Carpenter,  B.A. 
Assistant  Residence  Manager 

Peter  Doolan 
Assistant  Residence  Manager 

David  DuRose,  B.S. 
Residence  Manager 

Tim  Dwyer 
Awake  Overnight 

Shona  Guenther,  B.A 
Assistant  Residence  Manager 

Gerald  Holmes,  B.A. 
Assistant  Residence  Manager 

Ron  Heaton 
Assistant  Residence  Manager 

Robert  Gilroy,  B.A. 
Assistant  Residence  Manager 

Lisa  Mathews,  B.A. 
Assistant  Residence  M anager 

Elizabeth  McGurty,  B.A. 
Assistant  Residence  Manager 

Bill  Momtsios 
Assistant  Residence  Manager 

Beth  Packard,  A. C.C. 
Assistant  Residence  M anager 


Brian  Skene,  B.S.,  B.A. 
Awake  Overnight 

Thomas  Stanley 
Awake  Overnight 

Susan  VanBaalen,  B.A. 
Residence  Manager 

Marie  Vollemans,  B.S. 
Residence  Manager 

Community  Living  Services: 

Sally  J.  Sparks,  B.S,  M.S.,  Ed.D. 
Assistant  Supervisor 

E  Katarina  Fraser,  B.S.,  M.Ed. 
Independent  iving  Specialist 

Arsenal  Apartments: 

Lynne  Arcidino,  B.S. 
Independent  Living  Specialist 

Rene  Cadieux 
Independent  L  iving  Specialist 

Steven  Perrault,  B.A.,  M.Ed. 
Independent  Living  Specialist 

Beechwood  Residence: 

Keith  Boccaccio,  B.S. 
Residence  Manager 

Julie  Ann  Christiansen,  M.A., 
B.A. 
Assistant  Residence  Manager 

Christine  Fila,  B.A.,  M.Ed., 
C.AG.S. 
Assistant  Residence  Manager 

Rebecca  Villa,  B.A. 
Assistant  Residence  Manager 

Greenwood  Residence: 

Robert  Carney,  B.S.,  M.Ed. 
Substitute  Assistant 
Residence  Manager 

Michael  Daum 
Residence  Manager 

Donald  Davis,  B.S. 
Substitute  Assistant 
Residence  Manager 

Vincent  Gookin 
Assistant  Residence  Manager 

Ellen  Zold,  B.S 
Live- in 

ICF/MR-B 

Randi  Schalet,  QRMP,  B.A., 
MA. 

Linette  Cadieux 
Awake  Overnight 

Rene  Cadieux 
A  ssistant  Residence  Manager 


Linda  Oleson,  LPN 

Michael  D'Antoni,  B.A. 
Assistant  Residence  Manager 

Gee  Harrison,  MEd. 
Recreation  Therapist 

Barbara  Martin,  M.Ed. 
Residence  Manager 

Jeffrey  Migliozzi,  B.A.,  M.Ed. 
Assistant  Residence  Manager 

Laurie  Pleshar 
Assistant  Residence  Manager 

Mary  Faith  Sutton,  B.A. 
Assistant  Residence  Manager 

Eva  Watson 
Assistant  Residence  Manager 

Beatrix  Carvalho 
Assistant  Residence  Manager 

Joan  Krauss,  LPN 

Kathryn  Weiss 


39 


HOWE  PRESS 

MartinC.  Kennedy,  B  A.,  M.Ed., 
M.B.A. 

Manager 
Sarah  McPhillips 

Administrative  Secretary 
Ronald  Caterino 

Purchasing  Coordinator 
John  Kovich 

Foreman 
Richard  Brown 

Assistant  Foreman 

Manufacturmg 

James  Navarre,  Supervisor 

Eustaqulo  Sosa,  Supervisor 

Theodore  Alger 

Weston  Allee 

Camille  Bourque 

Placid  Chaisson 

Sadie  Clifford 

Arien  Damyk 

Ivlanuel  Diaz 

Howard  Easter 

Anthony  Frissore 

Pietro  Fusco 

William  Graham 

Ronald  Isaacson 

Thomas  Kelley 

Ivlark  Larsen 

William  McCarthy 

Doris  Nicholas 

Charles  Pean 

Aldo  Re 

Raymond  Richards 

James  Shields 

Thomas  Shippie 

Earl  Warner 

Final  Assembly  Room 
Leon  Murphy,  Supervisor 
Charles  Carley 
Albert  Czub 
Carmelo  Laboy 
Dennis  Levesque 
Gumer  Padron 
James  Servello 
William  Shippie 
Thomas  Trapasso 
William  Webber 

Appliance  Department 
George  Nichols,  Supervisor 
Frederick  Craine 
Maria  Rodriquez 
Juan  Torres 

Shipping- Receiving 
Material  Control 
Robert  Stoney 
Robert  Rowley 
William  Winslow 

Tool  Room 
Maurice  Quirke 


Sales  Ollice 
Judith  Cannon 
Bridget  D'Alanno 
Helen  Gazarian 
Phyllis  Rapier 
Dorothy  Robinson 
Margaret  Sutton 


Clinical  Services 

Spencer  A.  Moore,  Ed.D. 

Coordinator 
Janice  A.  Kennedy,  B.A. 

Secretary /Evaluations 

Supervisor 

Jane  Allen,  BS.,  PT. 
Physical  Therapist. 
Secondary  Services 

Diane  Archer,  R.N.,  M.S.N.. 
F.N.P 
Nurse  Practitioner 

Elizabeth  Banta.  M.S.,  C.A.G.S., 
Ed.D 

Parent  Counselor.  Deaf-Blind 

Program 

IrisWerbalowskyBarten,  M  Ed. 
L.C.S.W. 

Social  Worker,  Secondary 

Services 

Ruth  Bell,  Ed.M. 
Psychologist.  Secondary 
Services 

Judith  Beltis.  M.Ed. 
Psychologist.  Severe 
Impaired  Program 

Susan  Berliner,  M.Ed. 
Educational  Assessment 
Specialist.  Primary  & 
Intermediate  Program, 
Severe  Impaired  Program 

Ellen  Branfman,  M.S.,  C.C.C.-A. 
Audiologist 

Melinda  Breecker,  B.S., 

O.T.R./L. 
Occupational  Therapist, 
Primary  &  Intermediate 
Program 

Richard  Briggs,  M.D. 
School  Physician,  Pediatric 
&  Adolescent  Medicine 

Frances  Caplan,  M.A., 

CC.C.-S.P. 
Speech  &  Language 
Pathologist,  Preschool 
Services 

Joseph  D'Ottavio,  MA. 
Psychologist,  Secondary 
Services 

JoAnn  Dalimonte,  R.N.C., 
S.N. P. 
Nurse  Practitioner 


Margo  Diamond-Zelermeyer, 
MS,  O.T.R./L. 

Occupational  Therapist. 

Preschool  Services 

Carolyn  Dobies,  B.S.N.,  R.N., 
F.N.P. 
Nurse  Practitioner 

Lynne  Eisenberg,  M.S.W., 
L.I.C.S.W. 

Social  Worker,  Deaf-Blind 

Program 

Mitchell  Estridge,  M.D. 
School  Physician,  Internist 

Faith  Evans,  M.  Div.,  M.S.W., 
L.I.C.S.W. 

Social  Worker.  Deaf-Blind 

Program 

Maryann  Girardi,  B.S.,  PT. 
Physical  Therapist. 
Deaf-Blind  Program 

Lois  Greenbaum,  M.S., 
O.T  R./L. 

Occupational  Therapist. 

Deaf-Blind  Program. 

Secondary  Services 

Ann  Henry,  M.Ed. 
Psychologist.  Primary  & 
Intermediate  Program 

Kathleen  Heydt,  M.Ed.,  PT. 
Physical  Therapist.  Primary 
&  Intermediate  Program 

Beverly  Jedlinsky.  B.S.,  PT. 
Physical  Therapist,  Primary  & 
Intermediate  Program, 
Preschool  Services 

Valerie  Johnson.  M.S., 
C.C.C.-S.P. 

Speech  &  Language 

Pathologist,  Severe 

Impaired  Program 

Sheila  Johnson,  M.S..  PT. 
Physical  Therapist,  Severe 
Impaired  Program 

Arnold  Kerzner,  M.D. 
Psychiatrist 

Francesca  LaVecchio,  Ph.D. 
Clinical  Neuropsychologist, 
Adult  Services 

Sheila  Leporati 
Secretary.  Health  Services 

James  Luiselli,  M.A.  Ed.D. 
Psychologist,  Deaf-Blind 
Program,  Preschool  Services, 
Secondary  Services 

Debra  Heller  Maibor,  M.S., 

C.C.C.-S.P. 
Speech/L  anguage 
Pathologist,  Primary  & 
Intermediate  Program 


40 


8 


Annual  Report 


Anne  Marie  Marano,  M.S.W., 
L.I.C.S.W. 
Social  Worker.  Adult  Services 

Robin  Matsuyama.  M.Ed. 
Psychologist.  Adult  Services 

Kathi  McElligott.  M.S.W. 
Social  Worker.  Adult  Services 

Jeanne  O'Connor.  M.A. 
Psychologist.  Primary  & 
Intermediate  Program. 
Secondary  Services 

Pat  O'Connor 
Secretary,  Evaluations  & 
Social  Services 

Mary  O'Donagliue.  M.D. 
School  Physician.  Internist 

Susan  Parkinson,  M.S.,  P.T 
Physical  Therapist.  Adult 
Services 

Marie  Paulino 
Secretary.  Health  Services 

Thomas  C.  Peebles,  M.D. 
Health  Services 

Alicia  Peterson,  M.Ed., 
C.C.C.-A. 

Audiologist.  Deal-Blind 

Program 

Shrimathy  Rajangam,  M.S.. 

M.A.,  L.I.C.S.W. 
Social  Worker.  Primary  & 
Intermediate  Program 

Kalhryn  Barrett  Rodgers.  MS, 
R.P.T. 

Physical  Therapist.  Severe 

Impaired  Program 

Ann  Ross,  M.S.W.,  L.C.S.W. 
Social  Worker.  Preschool 
Services 

Pamela  Ryan,  M.A.,  C.A.G.S. 
Psychologist.  Deaf-Blind 
Program 

R.  Richard  Sanders.  MS  . 

C.C.C.-SP. 
Speech  &  Language 
Pathologist.  Adult  Services 

Elizabeth  Golden  Schlein.  M.S., 

C.C.C.-SP. 
Speech  &  Language 
Pathologist.  Secondary 
Services 

Christopher  Underwood.  B.A, 
Evaluations  Supervisor 

Martha  Weinstein 
Registrar 


Outreach  Services 

Julie  Anderson.  A.B..  M.Ed. 
Supervisor 

Occupational  Training 
for  the  Blind 

Julie  Anderson.  A.B..  M.Ed. 

Coordinator 
Sandra  Banks 

Secretary 

Project  With  Industry 

Julie  Anderson.  A.B..  M.Ed. 

Supervisor 
Kern  Frey.  B.A..  M.Ed, 

Occupational  Training 

Specialist 

Patricia  Grant.  B.S. 
Vocational  Rehabilitation 
Specialist 


STUDENTS/ 

CLIENTS 

1985-86 

Preschool  Program 

Males 

Geoffrey  Coit 

Lexington,  MA 
Thomas  MacMaster 

Dorchester,  MA 

Females 

Iris-Janet  Lopez 

Jamaica  Plain.  MA 
Julie  Rhatigan 

Salem.  MA 

Primary  & 
Intermediate  Program 

Males 

Craig  Bilodeau 

Wallingford,  CT 
Derek  Bjorkman 

Middleboro,  MA 
Gary  Bouthillier 

Warwick,  Rl 
Robert  Gagnon 

Houlton.  ME 
Antonio  Hernandez 

Haverhill.  MA 
Christopher  Jandreau 

Waterville.  ME 
Ryan  Marin 

Readfield.  ME 
David  Moomaw 

Williamstown.  MA 
Anthony  Mooney 

Stoneham,  MA 
Michael  O'Leary 

Everett,  MA 
Anthony  Ponti 

Gardner,  MA 
Manuel  Rivera 

Dorchester,  MA 
William  Ruggiero 

Medford,  MA 
Oscar  Shelton 

Warwick.  Rl 
Nelson  Sousa 

Taunton.  MA 
Michael  Urgo 

Brookline.  MA 
William  Watkins 

Sherborn.  MA 
Anthony  Zuccarello 

Belmont,  MA 


41 


Females 

Theresa  Adams 

Lynn,  MA 
Melinda  Curtis 

Gorham,  ME 
Christine  Daniels 

Tewksbury,  MA 
Kerl  Ann  Fllnkstrom 

FItchburg,  MA 
Juana  Galeas 

Chelsea,  MA 
Jennifer  Gallagher 

Warwick,  Rl 
Katrlna  Gareau 

Worcester,  MA 
Marlsa  Gilpin 

Sagamore  Harbor,  NY 
Jodl-Lynn  Godfrey 

Chelsea,  MA 
Glenna  Hamid 

Cutchogue,  NY 
Mary  Martin 

Stoughton,  MA 
Rosemary  McDonald 

Hingham.  MA 
Melanie  Robblns 

Whitman,  MA 
Christina  Self 

Bar  Harbor,  ME 
Karen  Toomey 

New  Bedford,  MA 
Jamie  Watkins 

Sherborn,  MA 


Secondary  Services 
Program 


Males 

Mark  Belair 

Methuen,  MA 
John  Cecchini 

Oakdale,  CT 
Hel  Chu  Chan 

Cambridge,  MA 
Michael  Churchill 

James  Island,  SC 
Michael  Dolan 

Peabody,  MA 
Richard  Flint 

New  Bedford,  MA 
James  Foley 

Milton,  MA 
James  Galluzzo 

Wayland,  MA 
Eric  Gathers 

Passaic,  NJ 
Thomas  Gilbert 

Somerville,  MA 
Dean  Gordon 

Warrenton  Heights,  OH 
Robert  Hankard 

Mendon,  MA 
Bruce  Henry 

Dartmouth,  MA 


Joseph  Kelleher 

Chelmsford,  MA 
Brian  Kelly 

Franklin,  MA 
David  Lahey 

PIttsfield,  MA 
Michael  Lewis 

Dorchester,  MA 
Robert  Look 

Cumbforeslde,  ME 
Francis  Mclsaac 

Weymouth,  MA 
Derek  Meachen 

Trumbull,  CT 
Steven  Michlenzl 

Norwood,  MA 
Scott  Mlnott 

South  Windham,  ME 
Robert  Norris 

Omaha,  NE 
Jeffrey  Ollveira 

New  Bedford,  MA 
John  Andrew  Pugllsl 

Newington,  CT 
Henry  Rivera 

North  Providence,  Rl 
Steven  Roberts 

Lowell,  MA 
Timothy  Rooney 

Waltham,  MA 
Keith  Rozelle 

Rahway,  MA 
Daniel  Sack 

Framlngham,  MA 
Christopher  Sackos 

Blllerica,  MA 
Mark  Torvlnen 

Forrestville,  CT 
Peter  Tremblay 

Danvers,  MA 
Marc  ValentI 

Annandale,  VA 
Bruce  Westfall 

Cape  Elizabeth,  ME 

Females 

Kelly  Arthur 

Northboro,  MA 
Denlse  Baker 

Quincy,  MA 
Krista  Burtis 

Brattleboro,  VT 
Jennifer  Cagan 

Boston,  MA 
Jennifer  D'Eufemla 

Westfleld,  MA 
Deborah  Eaton 

Tyngsboro,  MA 
Brenda  Elliott 

Mattapan,  MA 
Ann  Marie  Foster 

Waltham,  MA 
Lisa  Frenette 

Lawrence,  MA 
Lisa  Healy 

Dover,  MA 
Cheryl  Jones 

Northampton,  ME 


Julie  Judge 

Wayland,  MA 
Kathleen  Kelleher 

Chelmsford,  MA 
Irene  Lafleur 

New  Bedford,  MA 
Lisa  Lafleur 

New  Bedford,  MA 
Deldre  Martin 

Watertown,  MA 
Lesley  Mason 

Roxbury,  MA 
Erin  McNamara 

Dorchester,  MA 
Valerie  Morris 

Holyoke.  MA 
Noreen  Moynahan 

Rye,  NH 
Kelly  Nelson 

New  Fairfield,  CT 
Diane  Parenteau 

Woonsocket,  Rl 
Jullanne  Parlsl 

Beverly,  MA 
Michelle  Pierce 

Franklin,  MA 
Molly  Piper 

South  Dartmouth,  MA 
Maureen  Quinn 

Port  Monmouth,  NJ 
Margaret  Sheehan 

Mumford,  NY 
Sandra  Washington 

Boston,  MA 
Theresa  White 

Taunton,  MA 


Deaf-Blind  Program 

Males 

Christian  Alexander 

Stoneham,  MA 
Raymond  Barton 

Roxbury,  MA 
Joel  Battaglino 

Waltham,  MA 
Anindya  Bhattacharyya 

Bengal,  India 
Francis  Carpenito 

Salem,  NH 
Keith  Corbin 

Charlestown,  MA 
Kent  Corliss 

Rutland,  VT 
Patric  Couture 

Wllliamstown,  MA 
John  Cunnlff 

Maiden,  MA 
Anthony  Days 

Provlncetown,  MA 
Sean  DuBois 

Worcester,  MA 
John  Duffy 

Warwick,  NY 
Louis  Duson 

Beloit,  Wl 
William  Fairfield 

Salem,  MA 


42 


8 


Annual  Report 


Matthew  Fitzgerald 

Marblehead,  MA 
Dana  Getchell 

Stoughton.  MA 
Ben  Giannola 

North  Anson,  ME 
Mark  Grande 

Brockton,  MA 
Brian  Hudes 

Suffern,  NY 
Craig  Lavache 

Braintree,  MA 
Glenn  Lavallee 

Oakham,  MA 
Thomas  Lennon 

Maiden,  MA 
Theodore  Losacano 

Concord,  NH 
Robert  Lynch 

Allston,  MA 
Edward  Matos 

Somerville,  MA 
Howard  Miller 

Merrick,  NY 
Samuel  Padilla 

Lawrence,  MA 
John  Pappalardo 

Medford,  MA 
Tad  Pike 

Mansfield,  MA 
Joseph  Provost 

Plymouth,  MA 
James  Reynolds 

Boston,  MA 
Kenneth  Reynolds 

Bedford,  MA 
Christopher  Rouse 

Billerica,  MA 
James  Ryan 

Swansea,  MA 
Brian  Scanlon 

Warren,  Rl 
John  Scileppi 

Andover,  MA 
John  Sheridan 

Melrose,  MA 
James  Slopes 

Lowell,  MA 
Steve  Slack 

Norfolk,  MA 
EricTeece 

West  Springfield,  MA 
Calvin  Todman 

St.  Croix,  Virgin  Isles 
Erin  Wilfong 
Brockton,  MA 

Females 

Tina  Marie  Bailey 

China,  ME 
Elizabeth  Boneski 

Sandy  Hook,  CT 
Dolly  Boyce 

Bedford,  MA 
Jessica  Cannon 

Lynn,  MA 
Cynthia  Connors 

Pittsfield,  MA 
Cyndie  Wren  Davis 

Watertown,  MA 


Maria  DiGiacamo 

Granby,  MA 
Judith  Ann  Eagan 

St.  James,  NY 
Denise  Emerson 

Peabody,  MA 
Dawn  Estes 

Lynnfield,  MA 
Naomi  Goodman 

Suffolk,  VA 
Erica  Goodwin 

Lynn,  MA 
Barbara  Griffin 

Groton,  CT 
Sasha  Gyori 

Brattleboro,  VT 
Juanita  Herrera 

Dorchester.  MA 
Jaimi  Lard 

Southborough,  MA 
Natalie  Luwald 

Needham,  MA 
Kerri  Ann  McNulty 

Lynn,  MA 
Andrea  Mello 

Lexington,  MA 
Irene  Mescall 

Cambridge,  MA 
Renee  Miranda 

Quincy,  MA 
Karen  Petty 

Indianapolis,  IN 
Tracey  Reynolds 

Hartland  Four  Corners,  VT 
Kristin  Ripke 

Shelton,  CT 
Stacey  Rutledge 

Lyndonville,  VT 
Ellen  Mary  Rys 

Springfield,  MA 
Diane  St.  Pierre 

Lewiston,  ME 
Heather  Smith 

Nashua,  NH 
C.  Joy  Thomas 

Altoona,  PA 
Tamara  White 

Hancock,  MA 

Adult  Services 
Program 

Males 

Carl  Cook 

West  Yarmouth,  MA 
Ross  Dault 

Marquette,  Ml 
James  Dolan 

Marblehead,  MA 
Leon  Drowne 

Hopkinton,  MA 
Ronald  Dubois 

Fall  River,  MA 
James  DuPont 

Webster,  MA 
Fernando  Gabilondo 

Allston,  MA 
Thomas  Grages 

Somerville,  MA 

43 


Erik  Hedlund 

Tyngsboro,  MA 
James  Helpa 

Dudley,  MA 
Frederick  Keefe 

West  Roxbury,  MA 
Kevin  Korab 

Westboro,  MA 
George  MacKenzie 

Sudbury,  MA 
David  Mclnnis 

Westbrook,  ME 
Victor  Mooza 

Newport  News,  VA 
Michael  Powers 

Carver,  MA 
Harry  Schmidt 

Yarmouth,  MA 

Females 

Sandra  Alleyne 

Dorchester,  MA 
Elizabeth  Brunelle 

Holyoke,  MA 
Casey  Christensen 

East  Sebago,  ME 
Carol  Elderkin 

Hamilton,  MA 
Catharine  Eltinge 

Cincinnati,  OH 
Stephanie  Roberts 

Boston,  MA 
Barbara  Sampson 

Revere,  MA 

Program  for  the 
Severely  Impaired 

Males 

G.  Jeremy  Alpern 

Watertown,  MA 
Charles  Blake 

Eastham,  MA 
Christopher  Caban 

Bronx,  NY 
Robert  Mahar 

Princeton,  MA 
Timothy  Meehan 

Marblehead,  MA 
Danny  Nicholas 

Norway,  ME 
Scott  O'Sulivan 

Melrose,  MA 
David  Totaro 

Needham,  MA 

Females 

Sylvia  Flatt 

Princeton,  MA 
Michelle  Jackson 

Framingham,  MA 
Louise  Nowell 

Woburn,  MA 
Sara  O'Donnell 

Verona,  NJ 
Sharlene  Rubin 

Chestnut  Hill,  MA 


Registration  as  of  November  i,  1985 


New  England 

Connecticut , 

Maine 

Massachusetts , 

New  Hampsliire , 

Rtiode  Island , 

Vermont 

Outside  New  England 

Indiana 

Michigan    

Nebraska  

New  Jersey    

New  York 

Ohio 

Pennsylvania 

South  Carolina    

Virginia 

Virgin  Isles 

Wisconsin 

Foreign 

India 

Distribution 

Adult  Services 

Deaf-Blind 

Preschool 

Primary/Intermediate  . .  . 
Secondary  Services  .  . . , 
Severely  Innpaired 


Females 

Males 

Tota 

4 

5 

9 

9 

5 

14 

60 

86 

146 

2 

3 

5 

2 

4 

6 

4 
81 

1 
104 

5 
185 

1 

. 

1 

- 

1 

1 

- 

1 

1 

3 

2 

5 

4 

4 

8 

1 

1 

2 

1 

- 

1 

- 

1 

1 

1 

2 

3 

- 

1 

1 

JT 

1 
14 

1 
25 

TOTAL 

. ..211 

7 

17 

24 

30 

42 

72 

2 

2 

4 

16 

18 

34 

29 

35 

64 

5 

8 

13 

TOTAL 

. ..211 

Martha  Weinstein 
Registrar 


44 


8  6  Annual  Report 


FINANCIAL 
STATEMENTS 


(For 

the  year  ended 

August  31,  J  985) 


45 


PERKINS  SCHOOL 
FOR  THE 
BLIND 


ANNUAL  MEETING, 

November  4,  1985 


Treasurer's  Report 

The  report  of  the  Treasurer  for  the  year  ended  August  31,  1985  is  submitted 
herewith.  The  accounts  of  the  Corporation  were  audited  by  Coopers  & 
Lybrand,  and  their  report  is  attached. 

Income  for  Tuition  and  board  was  $5,272,993,  an  Increase  of  $687,653  over 
last  year,  again  the  result  of  the  increased  tuition  rates  necessary  for  our 
increased  proportion  of  multihandicapped  students.  Total  enrollment  was  198, 
which  compares  to  200  a  year  ago.  Investment  income  of  $2,507,491  was 
$356,673  higher  than  the  previous  year.  This  is  mostly  the  result  of  modest  shifts 
from  stocks  to  bonds  and  to  attractive  bond  interest  rates.  Total  income  from  all 
sources  was  $10,577,981,  including  Federal  Grants. 

Operating  expenses  were  $11,952,086  compared  to  $10,701,098  last  year,  an 
increase  of  $1,250,988.  Increases  in  higher  salaries,  health  insurance  and  other 
benefits  and  social  security  taxes  account  for  three  quarters  of  this  increase 
over  1984,  and  we  increased  our  provision  for  maintenance  and  repairs  to  our 
plant. 

The  total  Expenses  for  the  year  of  $1 1 ,952,086  exceeded  income  by 
$1,374,105.  This  amount  was  charged  $1,076,270  to  Unrestricted  Invested  Funds 
and  $297,835  to  the  Principal  of  the  Deaf-Blind  Fund.  In  the  prior  year  the 
comparable  total  deficit  was  $1,667,000.  This  reduction  in  the  deficit,  while 
income  and  expenses  both  show  substantial  increases,  shows  an  admirable 
start  in  cost  control  by  our  new  administration. 

Total  Howe  Press  sales  were  up  $30,150  from  last  year.  We  shipped  7,161 
Braillers,  against  7,268  a  year  ago  but  the  increase  in  the  price  of  the  Brailler 
brought  dollar  sales  to  $2,482,195,  an  increase  of  just  over  $200,000.  The 
resulting  net  operating  income  for  the  Press  was  $286,379.  The  addition  of 
investment  Income  brought  the  Press  an  excess  of  income  over  expenses  of 
$337,455  for  the  year. 


Respectfully  submitted, 
John  W.  Bryant,  Treasurer 
November  4,  1985 


46 


8  6  Annual  Report 


Independent  Certified 
Public  Accountants'  Report 


To  the  Board  of  Trustees  of 
Perkins  School  for  the  Blind: 

We  have  examined  the  balance  sheet  of  Perkins  School  for  the  Blind  as  of 
August  31,  1985,  and  the  related  statements  of  current  funds  expenditures 
and  resources  used  to  meet  expenditures,  income  and  expense  of  The  Howe 
Press  of  Perkins  School  for  the  Blind  and  summary  of  changes  in  fund  balances 
for  the  year  then  ended.  Our  examination  was  made  in  accordance  with 
generally  accepted  auditing  standards  and,  accordingly,  included  such  tests  of 
the  accounting  records  and  such  other  auditing  procedures  as  we  considered 
necessary  in  the  circumstances.  We  previously  examined  and  reported  upon  the 
1984  financial  statements  of  the  School,  which  are  included  in  condensed  form 
for  comparative  purposes  only. 

When  legacies  received  are  unrestricted  as  to  principal,  the  School  does  not 
consider  them  as  current  funds  resources  but  adds  them  directly  to  funds 
functioning  as  endowments  as  reflected  in  the  summary  of  changes  in  fund 
balances. 

In  our  opinion,  except  that  legacies  unrestricted  as  to  principal  have  not  been 
reflected  as  current  funds  resources,  the  aforementioned  financial  statements 
present  fairly  the  financial  position  of  Perkins  School  for  the  Blind  at  August  31 , 
1985,  its  current  funds  expenditures  and  resources  used  to  meet  expenditures, 
the  income  and  expense  of  The  Howe  Press  of  Perkins  School  for  the  Blind  and 
the  changes  in  its  fund  balances  for  the  year  then  ended,  in  conformity  with 
generally  accepted  accounting  principles  applied  on  a  basis  consistent  with  that 
of  the  preceding  year. 

The  financial  statements  referred  to  in  the  foregoing  opinion  are  set  forth  on 
pages  48  to  56,  inclusive,  of  this  report.  Our  examination  was  made  primarily  for 
the  purpose  of  rendering  an  opinion  on  these  basic  financial  statements,  taken 
as  a  whole.  The  other  data  included  in  this  report  on  pages  57  to  63,  although 
not  considered  necessary  for  a  fair  presentation  of  financial  position,  current 
funds  expenditures  and  resources  and  changes  in  fund  balances,  is  presented 
primarily  for  supplemental  analysis  purposes.  This  additional  information  has 
been  subjected  to  the  audit  procedures  applied  in  the  examination  of  the  basic 
financial  statements  and,  in  our  opinion,  is  fairly  stated  in  all  material  respects  in 
relation  to  the  basic  financial  statements  taken  as  a  whole. 


Coopers  &  Lybrand 

Boston,  Massachusetts 
October  31,  1985 


47 


BALANCE  SHEETS 

August  31,  1985  and  1984 
ASSETS 


1985 


1984 


Current  Funds: 

Unrestricted: 

Cash)    $ 

Accounts  receivable,  net  of  reserve 

Advance  to  The  Howe  Press 

Other  assets  

Total  unrestricted      

Restricted: 

Cash 

Grants  receivable  

Total  restricted  

Total  current  funds  $^ 

Endowment  and  Similar  Funds: 

Cash 

Investments,  at  market  (Note  C): 

General  investments    

Special  investments    

Advance  to  current  funds 

Less  participation  of  plant  funds 

Total  endowment  and  similar  funds        $_ 

Plant  Funds: 

Construction  in  progress 

Furniture  and  equipment 

Music  equipment     

Land  and  buildings   

Participation  in  investments 

Total  plant  funds  $^ 

The  Howe  Press  Funds: 

Cash 

Investments,  at  market  (Note  C) 

Accounts  receivable,  net  of  reserve 

Inventories 

Building  improvements,  machinery  and 
equipment,  at  cost,  less  accumulated 
depreciation  of  $354,420  and  $308,867 

Other  assets  

Total  The  Howe  Press  funds $ 


313,187 

1,342,671 

18,437 

37,880 


1,712,175 


680,964 
306,020 


986,984 


2,699,159      $ 


278,789 

973,867 

3,500 

27,850 


1,284,006 


745,077 
99,168 


844,245 


2,128,251 


(901,934) 

41,873,909 
1,652,511 
1,057,695 


43,682,181 
3,358,216 


40,323,965      $ 


(861,043) 

38,469,868 

1,591,230 

746,646 


39,946,701 
2,549,803 


37,396,898 


56,632 
1,549,011 

41,865 

15,513,263 

3,358,216 


20,518,987      $ 


220,156 

1,416,193 

41,865 

15,172,050 

2,549,803 


19,400,067 


329,185 
708,168 
210.448 
842,782 


279,172 
8,855 


2,378,610      $ 


93,527 
477,646 
295,388 
838,405 


294,001 
9,537 


2,008,504 


The  accompanying  notes  are  an  integral  part  of  the  financial  statements. 

48 


8  6  Annual  Report 


BALANCE  SHEETS 

August  31,  1985  and  1984 
LIABILITIES  AND  FUND  BALANCES 

1985  1984 

Current  Funds: 

Unrestricted: 

Accounts  payable $               256,736  $              218,918 

Accrued  payroll  and  other  liabilities 397,744  318,442 

Advance  from  endowment  and 

similar  funds 1,057,695  746,646 

Fund  balance -  - 

Total  unrestricted 1,712,175     1 ,284,006 

Restricted: 

Fund  balances: 

Director's  discretionary  fund 69,337  77,302 

Unexpended  gifts 372,294  298,023 

Unexpended  grants  (Note  B) (7,398)  4,738 

Unexpended  income 552,751  464,182 

Total  restricted 986,984  844,245 

Total  current  funds $  2,699.159  $  2,128,251 

Endowment  and  Similar  Funds: 

Unrestricted  fund  balances: 

Funds  functioning  as  endowments 27,216,820  25,253,519 

Restricted  fund  balances: 

Endowments-  income  restricted 3,553,383  3,209,651 

Endowments  -  income  unrestricted 8,196,334  7,522,125 

Funds  functioning  as  endowments 1,357,428     1,411,603 

Total  endowment  and  similar  funds $  40,323,965  $          37,396,898 

Plant  Funds: 

Fund  balances: 
Reserve  for  maintenance  and 

replacements 3,358,216  2,549,803 

Plant  funds  expended 17,160,771  16,850,264 

Total  plantfunds $         20,518,987      $  19,400,067 

The  Howe  Press  Funds: 

Accounts  payable 54,125  47,792 

Accrued  payroll  and  other  liabilities 

(NoteE) 

Advance  from  current  funds  of  the  School 

Advances  from  customers 

Fund  balances: 

Unrestricted 2,144,767  1,783,865 

Restricted 42,465      42,074 

2,187,232      1,825,939 

Total  The  Howe  Press  funds $  2,378,610      $  2,008,504 

The  accompanying  notes  are  an  ^g 

integral  part  of  the  financial 
statements. 


102,140 

103,618 

18,437 

3,500 

16,676 

27,655 

STATEMENTS  OF  CURRENT  FUNDS  EXPENDITURES 
AND  RESOURCES  USED  TO  MEET  EXPENDITURES 

for  the  years  ended  August  31,  1985  and  1984 


1985 


1984 


Expenditures: 

Administration 

$ 

876,205      $ 

782,868 
6,586,920 

533,810 
1,300,640 
1,355,196 

500,000 
81,127 

856,080 

Special  departments 

Education                     

678,738 
5,892,237 

Household    

461,601 

Facilities 

1,399,876 

Staff  retirement  and  Insurance  benefits .... 
Provision  for  maintenance 
and  replacements               

1,184,094 
250,000 

Uncollectible  tuition  

53,118 

Allocation  to  The  Howe  Press      

12,016,766 
(250,000) 
185,320 
11,952,086      $ 

10,775,744 
(250,000) 

Acquisition  of  plant  assets 

175,354 

Total  current  funds  expenditures... 
Resources: 

$ 

10,701,098 

Unrestricted: 
Tuition    

5,272,998 

2,148,336 

74,329 

661,635 

386,704 

680,623 

1,076,270 

10,300,895      $ 

4,585,345 

Investment  income  

1,827,778 

Income  of  outside  trusts 

78,648 

Summer  school 

Library  services  ... 

516,401 
243,153 

Other  revenues 

458,146 

Funds  functioning  as  endow/ments 

Total  unrestricted  resources  

Restricted: 

$ 

1,253,180 
8,962,651 

Grants 

Investment  income 

665,640 
217,697 

23,134 
358,427 

62,455 

26,003 

297,835 
1,651,191 

11,952,086      $ 

647,293 
191,659 

Income  of  outside  trusts 

22,689 

Deaf-Blind  purposes  gifts 

Other  special  purpose  gifts 

Other  gifts  and  resources           

305,842 
74,820 
81,654 

Deaf-Blind  funds  functioning 
as  endowments 

414,490 

Total  restricted  resources      

1,738,447 

Total  resources  used  to  meet 
expenditures 

$ 

10,701,098 

The  accompanying  notes  are  an  integral  part  of  the  financial  statements. 


50 


8  6  Annual  Report 


THE  HOWE  PRESS  OF  PERKINS  SCHOOL  FOR  THE  BLIND 
STATEMENTS  OF  INCOME  AND  EXPENSE 

for  the  years  ended  August  3 1 .  1 985  and  1 984 

1985  1984 


Sales: 

Appliances 

Braille  writers 

Cost  of  sales: 

$ 

217.486      $ 
2.482.195 
2,699,681 

289.018 
2,380.513 
2.669.531 

Appliances 

143,730 
1,364,426 
1.508.156 
1,191,525 

206.400 

Braille  writers 

Gross  margin 

Operating  expenses: 

1.310.390 
1,516,790 
1,152,741 

Administrative  salaries 

170,348 

212,475 

216,346 

45,553 

4,800 

1,307 

250,000 

900,829 

290,696 

162,227 

Administrative  expense 

197,338 

Staff  retirement  and  insurance  benefits 

202,734 

Depreciation 

Rent 

Miscellaneous 

42,648 
4,800 
1,295 

Allocation  of  expenses  from  Perkins 
Total  operating  expenses 

School... 

250,000 
861,042 

Operating  income 

Other  income: 

291,699 

Investment  income 

51,076 

138,817 

Operating  and  other  income 

$ 

341,772      $ 

430,516 

The  accompanying  notes  are  an  integral  part  of  the  financial  statements. 


51 


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53 


PERKINS  SCHOOL  FOR  THE  BLIND 
NOTES  TO  FINANCIAL  STATEMENTS 

A.  Significant  Accounting  Policies: 

1.  In  order  to  ensure  observance  of  limitations  and  restrictions  placed  on  the  use 
of  the  resources  available  to  the  School,  the  accounts  of  the  School  are 
maintained  in  accordance  with  the  principles  of  "fund  accounting."  This  is  the 
procedure  by  w/hich  resources  for  various  purposes  are  classified  into  funds  in 
accordance  with  activities  or  objectives  specified. 

The  statement  of  current  funds  expenditures  and  resources  used  to  meet 
expenditures  is  a  statement  of  financial  activities  of  current  funds  related  to 
the  current  reporting  period.  It  does  not  purport  to  present  the  results  of 
operations  or  the  net  income  or  loss  for  the  period  as  would  a  statement  of 
income  or  a  statement  of  revenues  and  expenses. 

2.  Investments  are  reported  at  their  fair  market  value.  These  assets,  except  for 
special  investments  of  restricted  endowments,  are  pooled  for  investment 
purposes.  Income  earned  on  pooled  investments  is  recognized  as  revenue 
upon  receipt  and  allocated  to  the  participating  funds  by  the  unit  share  method 
(based  on  market  values). 

3.  Plant  fund  assets  are  generally  recorded  at  cost.  Major  additions  to  plant  fund 
assets  are  capitalized.  A  provision  of  $500,000  in  1985  and  $250,000  in  1984 
has  been  charged  to  the  current  funds  and  accumulated  in  the  reserve  for 
maintenance  and  replacements  fund.  Significant  projects  and  maintenance 
costs  are  applied  against  this  reserve. 

4.  Depreciation  expense  relating  to  the  building  Improvements,  machinery  and 
equipment  of  The  Howe  Press  is  computed  on  the  straight-line  basis  using  the 
following  useful  lives: 

Automobiles  5  years 

Machinery  and  equipment       10  years 
Building  improvements  40  years 

5.  Inventories  are  stated  at  the  lower  of  cost  (first-in,  first-out  method)  or  market. 

6.  Revenues  associated  with  contracts  and  grants  are  recognized  as  the  related 
costs  are  incurred.  Expenditures  which  consist  of  direct  costs  incurred  and 
related  indirect  costs  are  reimbursed  under  the  terms  and  conditions  of  the 
agreements. 

7.  Certain  reclassifications  have  been  made  to  amounts  previously  reported  to 
enhance  comparability  of  the  financial  statements. 

B.  Federal  Grants: 

The  School  acts  as  the  Coordinator  for  the  New  England  Regional  Center  for 
Services  to  Deaf-Blind  Children.  As  such,  it  receives  funds  from  federal  grants 
to  support  programs  carried  out  by  Perkins  School  as  well  as  by  other 
participating  agencies.  Grant  revenue  includes  all  funds  for  the  Regional 
Center;  grants  disbursed  include  funds  remitted  to  outside  participating 
agencies. 


54 


8  6  Annual  Report 


PERKINS  SCHOOL  FOR  THE  BLIND 

NOTES  TO  FINANCIAL  STATEMENTS,  Continued 

C.      Investments: 


At  August  31, 

1985, 

investments  were  as  follows: 

The 

General         Special      Howe  Press        Total 

Cost 

Cash  equivalents 

$  2,010,759  $       270,874$ 

584,345  $  2,865,978 

Stocks 

13,798,388          578,464 

13,275     14,390.127 

Bonds 

12,522,552          264,658 

59.791      12,847.001 

$28,331,699  $  1,113,996$ 

657,411   $30,103,106 

Market 

Cash  equivalents 

$  2,010.759$       270,874  $ 

584,345  $  2,865,978 

Stocks 

26,677,339       1,107,249 

61,352     27.845.940 

Bonds 

13,185,811           274,388 

62.471     13.522,670 

$41,873,909  $  1,652,511  $ 

708.168  $44,234,588 

Increase  in 

unrealized 

appreciation 

2,309,962            71,743 

19.433       2,401,138 

Net  realized 

gains 

1,146,646             17,449 

88       1,164,183 

Investment  income 

2,598.309            91,564 

51,076       2,740,949 

D.      Pension: 

Under  a  group  annuity  contract  administered  by  the  Equitable  Life  Assurance 
Society  of  the  United  Slates,  the  School  makes  annual  contributions  toward 
the  purchase  of  annuities  for  its  employees  in  the  amount  accrued  for  pension 
expense.  The  accumulated  plan  benefits  and  plan  net  assets  as  of  September 
1,  1982  areas  follows: 


Actuarial  present  value  of  accumulated 
plan  benefits: 

Vested  $3,395,756 

Nonvested  301,929 


$3,697,685 


Net  assets  available  for  benefits  $4,840,862 


The  weighted  average  assumed  rate  of  return  used  in  determining  the  actuarial 
present  value  of  accumulated  plan  benefits  was  7%.  Total  cost  of  the  contract  and 
supplemental  payments  charged  to  expenditures  amounted  to  $234,490  in  1985 
and  $249,169  in  1984,  which  includes  amortization  of  past  service  costs  over  36 
years. 


(continued  on  next  page) 

55 


Leases: 

During  1985,  the  School  entered  into  several  noncancelable  lease  agreements 
for  passenger  vehicles.  Lease  expense  for  the  year  was  $13,078.  At  August  31, 
1985,  future  minimum  lease  commitments  are  as  follows: 

1986  $  41,013 

1987  41,013 

1988  30,577 

1989  ?\063^ 

$119,666 


56 


8 


Annual  Report 


PERKINS  SCHOOL  FC 
STATEMENT  OF  CUR 

for  the  year  ended  Aug 
(with  comparative  total 

Administration 
Special  departments: 

)R  THE  BLIND 
RENT  FUNDS  EXP 

USt  3  1 ,  1 985 
s  for  1  984) 

Salaries        Expense 
$       417,796$       458,409$ 

ENDITUl 

Totals 

ItES 

1985 
876,205  $ 

1984 
856,080 

Library 

Development   

277,537 
77,228 
68,883 
49,940 

73.445 

139,932 

91,244 

4,659 

350,982 

217,160 

160,127 

54,599 

245,547 

189,868 

171,682 

71,641 

Public  relations 

Teacher  training 

473,588 

309,280 

782,868 

678,738 

Education: 

Deaf-Blind  services: 
Education  and  child 

care 

New  England  Center 

1,532,922 
51,047 

195,029 
35,316 

1,727,951 
86,363 

1,525,802 
99,710 

Total  Deaf-Blind 
services 

1,583,969 

230,345 

1,814,314 

1,625,512 

Instructional  coordination... 

Secondary  services    

Lower  school  program 

Adult  services  program 

Instructional  support 

services 

Summer  school 

42,151 

1,125,575 

612,116 

643,286 

98,206 
302,788 
107,586 
258,211 
489,161 
251,846 

2,956 

112,463 

38,844 

164,266 

11,482 
37,842 
25,812 
39,064 
241,552 
167,399 

45,107 

1,238,038 

650,960 

807,552 

109,688 
340,630 
133,398 
297,275 
730,713 
419,245 

78,264 

1,230,431 

656,982 

745,745 

122,146 
295,345 
137,443 
238,448 
705,720 
56,201 

Preschool  program 

Severely  impaired  program 
Clinical  services 
Community  living  services 

5,514,895 

1,072,025 

6,586,920 

5,892,237 

Household: 

- 

Foodservice 

26,498 
91,959 

373,093 
42,260 

399,591 
134,219 

338,040 
123,561 

Household  and  laundry 

118,457 

415,353 

533,810 

461,601 

57 

(continued 

on  next  page) 

PERKINS  SCHOOL  FOR  THE  BLIND 

STATEMENT  OF  CURRENT  FUNDS  EXPENDITURES, 

Continued 

Totals 


Facilities:                                           Salaries          Expense  1985  1984 

Maintenance                                      319,064          248,574  567,638  702,021 

Fuel  and  electricity                                                  454,492  454,492  474,857 

Buildings  and  grounds 208,764            69,746  278,510  222,998 

527,828          772,812  1,300,640  1,399,876 
Staff  retirement  and  insurance 

benefits 1,355,196  1,355,196  1,184,094 

Provision  for  maintenance  and 

replacements 500,000  500,000  250,000 

Uncollectible  tuition 81,127  81,127  53,118 

7,052,564       4,964,202  12,016,766  10,775,744 
Allocation  to  The 

Howe  Press               (250,000)  (250,000)       (250,000) 

Acquisition  of  plant  assets  ... 185,320  185,320  175,354 

Total  current  funds 

expenditures  $7,052,564     $4,899,522  $11,952,086  $10,701,098 


58 


8 


Annual  Report 


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60 


8 


Annual  Report 


PERKINS  SCHOOL  FOR  THE  BLIND 

SUMMARY  OF  CHANGES  IN  PLANT  FUND  BALANCES 

for  the  year  ended  August  31,1 985 
(with  comparative  totals  for  1 984) 


Reserve  for 
Maintenance 

and  Plant  Funds 


Totals 


Replacements 

Expended 

1985 

1984 

Balances,  beginning  of  year 

$2,549,803  $16,850,264 

$19,400,067 

$18,434,554 

Resources: 

Legacies 

182,382 
80,467 

162,159 

182,382 
80,467 

162,159 

71,000 

Investment  income      .  . 

138,155 

Net  realized  gain  on 
investments 

Increase  (decrease)  in 
unrealized  appreciation 
of  investments 

122,871 
(158,579) 

425,008 

425,008 

173,447 

Expenditures  and  other  deductions: 

Replacement  and  special 
maintenance    

116,595 

116,595 

116,595 

116,595 

- 

Transfers  -  additions: 

To  provide  for  plant 

acquisitions 

To  provide  for  maintenance 

and  replacements 500,000 

500,000 
Balances,  end  of  year $3,358,216 


310,507 


310,507 


500,000 


310,507 


810,507 


542,066 


250,000 


792,066 


$17,160,771    $20,518,987    $19,400,067 


61 


s 


'  r 


Ad 


PERKINS  SCHOOL  FOR  THE  BLIND 
SUMMARY  OF  CHANGES  IN  THE 
HOWE  PRESS  FUND  BALANCES 

for  the  year  ended  August  3 1 ,  1 985 
(with  comparative  totals  for  1 984) 


Totals 


Restricted 

Unrestricted 

7985 

7984 

Balances,  beginning  of  year 

$42,074 

$1,783,865 

$1,825,939 

$2,643,565 

Resources: 

Investment  income 
Net  realized  gain  on 

investments           

391 

51,076 
88 

19,042 
290,696 

51,076 
88 

19,433 
290,696 

138,817 
88 

Increase  in  unrealized 
appreciation  of 
investments    

1,770 

Operating  income    

291,699 

391 

360,902 

361,293 

432,374 

Transfer  -  (deductions) 

-^ 

To  Endowment  and 
Similar  Funds 

(1,250,000) 

Balances,  end  of  year 

$42,465 

$2,144,767 

$2,187,232 

$1,825,939 

62 


8  6  Annual  Report 


PERKINS  SCHOOL  FOR  THE  BLIND 

SUMMARY  OF  CHANGES  IN  DEAF-BLIND  FUND  BALANCES 

for  the  years  ended  August  31,1 985  and  1 984 


Principal  balance,  beginning  of  year 

Resources: 

J  985 

1984 

$605,990 

$1,045,193 

Contributions  received 

Net  realized  gain  on  investments 

Increase  (decrease)  in  unrealized  appreciation 
of  investments 

358,427 
42,394 

85,405 
486,226 

305,842 
83,886 

(108,599) 
281,129 

Total  resources 

Expenditures,  transfers  and  otfier  deductions: 

Deaf-Blind  purposes  gifts  used  to  meet 
expenditures  of  the  Deaf-Blind  Program     

358,427 
297,835 

656,262 
$435,954 

305,842 

Excess  of  expenditures  over  receipts  of 

the  Deaf-Blind  Program  for  the  year 

Total  expenditures,  transfers 

and  other  deductions 

414,490 
720,332 

Principal  balance,  end  of  year 

$605,990 

63 


Hi 


SCHOOL  FUNDS  AUGUST  31,  1985 

Restricted  Endowments-Income  Restricted  for: 
Deaf-Blind 

Frank  G,  and  DelphiaL.  Balcom  Trust  447,344.97 

Joseph  B.  Glover  Fund 15,537.20 

Glover  Funds,  for  Blind-Deaf  Mutes  4,413.87 

Henry  Clay  Jackson  Fund 258,851.76 

Augustine  Schurtleff  Fund 5,437.97 

Thomas  Stringer  Fund  49,250.49 

Kindergarten 

Charles  Tidd  Baker  Fund 360,532.09 

IraHiland          4,195.00 

Leonard  &Jerusha  Hyde  Room  16,689.77 

Emeline  Morse  Lane  Fund  (books) 4,185.77 

Other 
Charles  Tidd  Baker  Fund  178,657.29 

Jonathan  Woodbury  Clough  (education 

teachers)  286,942.98 

Anna  E.  Douglas  Fund  (for  the  printing 

of  braille) 45,540.78 

Joseph  M  Dougherty  Trust  (Pre-School 

and  Primary  Programs)  4,032.32 

Albertina  Eastman  Alumnae  Scholarship 

Fund    27,966.35 

John  Faico  Residential  Services 2,538.80 

John  D.  Fisher  (education  teachers 

and  others) 16,571.38 

Robert  J.  Giggey  Fund 

(prize  for  reading)  1,174.43 

John  Goldthwait  Fund  (charitable)  13,725.93 

Harriet  C.  and  Mack  K.  Greenberg  (users 

of  the  Regional  Library) 5,075.18 

Eliza  O.  Harrington  (medical  care 

for  unfortunate) 2,313.91 

Harris  Fund  (outdoor  relief) 82,724.10 

Parkman  B.  Haven  Fund  (medical 

treatment  and  care)    151,908.79 

J.  Stephenson  Hemphill  Prize  Fund 

(for  transcription) 977.82 

Pauline  Johnson  Memorial  Fund 2,005.83 

Florence  Kastos  (for  the  Lantern) 1,054.73 

Clara  Kaufman  Fund  (Scholarship  for 

pupil  each  year  showing  the  greatest 

improvement)  3,849.06 

Lizzie  R.  Kinsman  (higher  education  for 

boys) 3,051.85 

Clive  W.  Lacy  (Benefit  of  the  Regional 

Library)   25,916.35 

Ida  Littlefield  Preschool  Program 5,075.84 

Jean  Angelis  Majeski  (Student 

Assistance) 1,784.46 

Gaspero  Navarra  Estate  Scholars 1,015.87 

64 


780,836.26 


385,602.63 


8 


Annual  Report 


Maria  Kemble  Oliver  Fund  (concert  tickets)  46,562.79 
Thomas  Anthony  Pappas  Char  Fdn. 

(Horticulture  Program) 112,674.70 

Prescott  Fund  (education  teachers  and 

others) 65,894.33 

Elizabeth  P.  Putnam  (higher  education) .  3,098.07 

Edith  C.  Reichardt  Memorial  Fund 

(tuition  of  needy) 3,051.85 

Marshall  Sanford  Regional  Library 5,000.00 

Richard  M.  Saltonstall  (use  of  Trustees)  ...  9,301.11 

A.  Shuman  Clothing  Fund 3,098.07 

Lenna  D.  Swinerton  (needy  girls)  1,412.36 

Josephine  L.  Taylor  (Independent  Living- 

Multi-Hdcp.  Blind  Adults) 40,105.60 

Walter  &  Mabel  F.  Underwood  Fund 

(Medical  Care  &  Research  for 

Prevention  of  Blindness) 141,911.28 

Carl  H.  Wadell  Memorial  Fund  (for  a  prize 

in  physical  education) 977.82 

Florence  Wallis  Estate  Scholars 2,070.92 

C.A.  Wheeler  Fund  (Children's 

Christmas  Presents) 18,850,36 

Joseph  Wiedenmayer  (Hearing 

&  Visual  Award) 5,155.21 

Walter  W.  Wright  Fund  (talking  books) 4,624.60 

June  White  Memorial  Fund 

(Lectures  of/Parents  D-B)) 1,282.64 

Leah  Wilson  (for  the  Library) 10,574.91 

Add:  Accumulative  Unrealized 
Appreciation  on  Investments 

Special  Fund 
Stephen  J.  Blaisdell  163,275.54 

Add:  Accumulative  Unrealized 
Appreciation  on  Investments 43,789.14 

Total  Restricted  Endowments-Income 
Restricted 

Restricted  Endowments-Income 
Unrestricted: 

Varnum  Fund 894,584.32 

Add:  Accumulative  Unrealized 

Appreciation  on  Investments 494,723.87 

James  &  Evelyn  Jenks  Fund 661,208.98 

(Principal  restricted  for  capital 

acquisitions  or  construction) 
Add:  Accumulative  Realized 

Appreciation  on  Investments 34,691.32 

Add:  Accumulative  Unrealized 

Appreciation  on  Investments 15,118.20 


1,339,550.67 
2,505,989.56 

840,328.93 
3,346,318.49 


207,064.68 


3,553,383.17 


1,389,308.19 


711,018.50 


65 


Permanent-School: 
William  Baines  15.96 

George  Baird  Fund  12,895.21 
Blanche  W.  Bennett  45,377.47 
Charlotte  Billings 

Fund  40,507.00 

Ralph  W.  Blackmer  2,000.00 
Frank  W.  Boles  76,329.02 

Ellen  E.  Brown  in 

Memory  of  Ethel 

M.Tremblay 11,896.60 

Stoddard,  Capen 

Fund  13,770.00 

Jennie  M.  Colby,  in 

memory  of  100.00 

Ella  Newman  Curtis 

Fund  2,000.00 

Henry  D.  and  Edith 

M.  Davidson  Fund     32,843.42 
Elizabeth  P. 

Douglas 1,323.55 

AlfredW.  Elson  40,259.60 

Stephen  Fairbanks  10,000.00 
David  H.  Fanning  5,010.56 

FerrisFund 12,215.61 

George  F.  French  45,000.00 
Helen  Osborne  Gary  10,000.00 
Forrest  C.  Gates 

Trust 10,000.00 

Arthur  B.Gifford  4,832.92 

Elizabeth  Hatfield 

Fund 123,494.06 

Harris  Fund 

(general 

purposes) 53,333.00 

Harriet  S.  Hazeltine 

Fund  5,000.00 

Georgia  Houston  17,858.44 

Benjamin 

Humphrey 25,000.00 

Gertrude  B. 

Hutchings 5,000.00 

Prentiss  M.  Kent  2,500.00 

AliceG.  and  Samuel 

G.  King  in 

Memory  of 8,000.00 

Morris  Kirshen 

Fund 62,489.50 

Adelaide  C.  Klous 

Fund   17,752.07 

Maurice  H.  Klous  .  2,458.93 

Rose  S.Lacob  Estate  2,613.20 
Dr.  Benjamin 

Lazarus  Trust 

Fund 140,450.00 


Sir  Charles  W. 

Lindsay  9,008.93 

Fred  and  Sarah 

Lipsky  Foundation        5,000.00 
Franklin  P.  Lowry  3,000.00 

Charles  H.  Mason  5,770.80 

Agnes  McEwen  4,968.67 

Helen  A. P. 

Merriman  10,054.26 

Charlotte  P.  Morrill  5,000.00 
Kate  M.  Morse  Fund  5,000.00 
Albert  A.  Morton 

Memorial  Fund  35,000.00 

Horace  A.  Moses 

Fund  250,000.00 

DanobelloNazareno  8,000.00 
Mary  A.  Neary  5,000.00 

J  as.  Payne  & 

Florence  Knowles 

Payne  Fund  16,055.92 

Jonathan  E.  Pecker  950.00 

Richard  Perkins  20,000.00 

Henry  L.  Pierce  20,000.00 

Mrs.  Marilla  L.  Pitts 

in  memory  of  5,000.00 

Frederick  W. 

Prescott 

Endowment  25,338.95 

Helen  Robinson  in 

memory  of  8,904.12 

Frank  Davison  Rust 

Memorial  4,000.00 

Ella  Adams  Sawyer  38,500.00 
Ella  Adams  Sawyer 

&  Charles  Mills 

Adams  Fund  4,859.40 

Samuel  E.  Sawyer  2,1 74.77 

Emily  Sibley  in 

memory  of  mother 

BerthaHeidenyeich 

Sibley 5,987.71 

Margaret  A. 

Simpson 968.57 

Caroline  A.  Slack  10,000.00 

Charles  Frederick 

Smith  Fund  8,663.00 

TimothySmith  2,000.00 

Mary  Lowell  Stone 

Fund 4,000.00 

Emily  Lyman 

Storey  in  memory 

of  Lydia  A.H. 

Buyklin 19,742.40 

Joseph  E.  Stott  8,300.00 

Mary  Thatcher 1,000.00 


66 


8 


Annual  Report 


George  W.  Thym 

Fund 5,054.66 

Alfred  T.  Turner  1,000,00 

Thomas  Upham 

Fund 4,950.00 

LevinaB.  Urbino 500.00 

Vaughn  Fund 10,553.50 

AnnWhiteVose 12,994.00 

Frances  Knowles 

Warren  10,000,00 

Mabel  G.  Warren  17,080.91 

Charles  L.  Young  5,000.00 

1,461,706.69 

Add: 

Accumulative 
Realized 
Appreciation 

on  Investments     1,678,914.20 
3,140,620.89 
Add: 

Accumulative 
Unrealized 

Appreciation 1,504,724.21 

4,645,345.10 

Permanent-Kindergarten: 
Mary  D.  Balfour 

Fund 5,692.47 

William  Leonard 

Benedict,  Jr., 

Memorial 1,000.00 

Samuel  A.  Borden  4,675.00 

A.A.C.  in  Memoriam  500.00 

Helen  C.Coburn  9,980.10 

Charles  Wells  Cook  5,000.00 
M.  Jane  Wellington 

Danforth  Fund  10,000.00 

Caroline  T.  Dow/nes  12,950.00 

Charles  Draper  Fund  23,934.13 
Eliza  J.  Bell 

Draper  Fund 1,500.00 

Helen  Atkins 

Edmands  Memorial  5,000.00 

George  R.  Emerson  5,000.00 

Mary  Eveleth 1 ,000.00 

Eugenia  F.  Farnham  1,015.00 

Susan  W.  Farvi/ell.  500.00 

John  Foster  5,000.00 
The  Luther  and 

Mary  Gilbert 

Fund 8,541.77 

Albert  Glover 1,000.00 

Martha  R.Hunt 10,000.00 

Mrs.  Jerome  Jones 

Fund 9,935.95 

Charles  Lamed 5,000.00 


Edith  M.  Fifield 

Loring(in  memory 

of  Susie  J. 

Loring 

16,528.20 

ElishaT.  Loring 

5,000.00 

Alice  Porter 

Morrison  Fund 

18,496.43 

George  F.  Parkman 

3,500.00 

CatherineP.  Perkins 

10,000.00 

Edith  Rotch 

10,000.00 

Frank  Davison 

Rust  Memorial 

15,600.00 

CarolineO.Seabury 

1,000.00 

Phoebe  Hill 

Simpson  Fund 

3,446.11 

Hannah  R.  Sweetser 

Fund 

5,000.00 

Abby  K.  Sweetser 

25,000.00 

Eliza  Sturgis  Fund 

21,729.52 

Mrs.  Harriet  Taber 

Fund 

622.81 

Levina  B.  Urbino 

500.00 

The  May  Rosevar 

WhiteFund 

500.00 

264,147.49 

Add: 

Accumulative 

Realized 

Appreciation 

on  Investments 

734,220.19 

998,367.68 

Add: 

Accumulative 

Unrealized 

Appreciation 

on  Investments 

452,295.33 

1,450,663.01 

Total  Restricted 

Endowments               i 

8,196,334.80 

67 

Restricted  Funds  Functioning  as  Endowments-Income  Restricted  for: 

Deaf-Blind 

Robert  C.  Billings 12,403.43 

Alice  Booth  36,301.91 

Davison  Fund 66,010.75 

Ttieodore  &  Jeanne  Gelb 

Schiolarship  Fund 6,049.47 

Mary  P.  Goodrich 19,186.53 

Isabel  Prescott 282.10 

Reinhold  Ruelberg  Fund 195,128.47 

Grace  M.  &  Seymour  B.  Willett 

Family  Scholarship 18,289.05 

353,651.71 

Deduct:  Accumulative  transfer  to  meet 

Deaf-Blind  Program  Expenditures 109,702.58 

243,949.13 

Kindergarten 

Dr.  Ruey  B.  Stevens  Charity  Fund 22,883.58 

Lucy  H.  Stratton  (Anagnos  Cottage) 28,864.07 

51,747.65 

Other 

Charles  S.  Adams  (Christmas  Fund) 612.25 

Mary  Alice  Butler  (for  reading  matter 

forthe  blind) 12,238.44 

Community  Residence  & 

Independent  Living 73,240.06 

Horace  Cecil  Fisher  Jr.  (to  relieve  Phy. 

suff  men/women)  7,673.88 

Samuel  P.  Hayes  Memorial  Prize  Fund  1,536.95 
Annie  Sullivan  Memorial 

Fund  (Research  and  Fellowship) 113,021.85 

Chan  Poh  Lin  Fund 783.41 

Dr.  Reginald  H.  Fitz  Memorial  Prize  Fund  1,516.97 
John  Kulesza  Memorial  Fund 

(for  Industrial  Arts) 13,263.56 

Margaret  C.  Rowe  Scholarship  Fund 3,610.03 

Julia  E.  Turner  (education 

of  worthy  needy) 19,769.51 

247,266.91 


542,963.69 
Add: 
Accumulative  Unrealized 

Appreciation  on  Investments 814,463.86 

Total  Restricted  Funds  Functioning 

as  Endowments-Income  Restricted 1,357,427.55 


68 


8 


Annual  Report 


Unrestricted  Funds  functioning  as 
General  School 
Elsie  Bourland 

Abbot 25,000.00 

Charles  W.  Abbott  5,000.00 

Porters.  Abbott 2,000.00 

Katherine  F.  Albert  295.47 

Elizabeths.  Allen  500.00 

Frank  G.  Allen  1,000.00 
Nora  Ambrose,  in 

memory  of 

Isabel  Anderson  300.00 

Isabel  Anderson  111,500.00 

James  H.  Anderson  28,366.17 

Muriel  C.  Anderson  27,015.90 
Charlotte  H. 

Anderson 28,147.05 

Mildred  Andrews  146,390.81 

B.  Earle  Appleton  5,000.00 

Fanny  C.  Appleton  2,000.00 

James  R.  Archibald  3,000.00 
MabelleH. 

Armstrong 1,000.00 

JuliaAsh 1,832.00 

Helen  G.Atwood...  6,537.94 
Margaret  Sears 

Atwood 10,000.00 

Mary  Louise  Aull  262,519.52 
Harriet  Root  Ayer  1,000.00 
Ellens.  Bacon  5,000.00 
Shirley  Bagg  Trust- 
Phyllis  B.  Kendall  20,000.00 
Elizabeth  B.  Bailey  3,000.00 
Frederick  A.  Bailey  10,000.00 
Eleanor  J.W.  Baker  2,500.00 
Horatio  L.  Baker  19,045.06 
Margaret  B.  Baker  31,764.17 

Alice  H.  Baldwin 5,000.00 

Helen  H.  Ballou 100,390.38 

Effie  Bardenhoff 5,000.00 

Lucy  E.  Barnard 400.00 

Calvin  W.  Barker 1,859.32 

Lucy  B.  Barker, 

in  memory  of 5,953.21 

Madeline  V.  Barlow  1,000.00 

Anne  Saxon  Barney  44,787.75 

Charles  F.  Barrows  200.00 

GlldaBarstow 1,000.00 

Marianne  R. 

Bartholomew 21,462.95 

Francis  Bartlett  2,500.00 
Elizabeth  Howard 

Bartol 5,000.00 

MaryBartol 300.00 

Louise  Webb  Barton  16,306.51 

Ralph  F.Bass 2,710.38 


endowments; 


Ralph/Bessie  F. 

Bass 

Peter  Batchelder 

in  memory  of 
Harris  Durkee 
Thompson  Baxter 
Eleanor  A.  Bayne 
ClaraG.  Seal 
Edna  M.  Beale 
Nellie  F.  Sprague 

Bearse 
Herman  J.  Becker 
Marion  Hovey 

Beckett 

Charles  Philip 

Beebe 
Margaret  S.  Beebe 
Agatha  L.  Beers 
Anna  D.  Behlen 
Samuel  Benjamin 
M.  Francis  Bennett 

Eleanor  Berg 

Walter  Bettilyon 
Eleanor  Bigelow 
Nellie  E.  Biggins 
Robert  C.  Billings 
Helen  M.  Binney 
Helga  L.T.  Birkland 
Helen  Bisbee 
George  Nixon  Black 
Elizabeth  M. 

Blackburn 

Laura  B.  Blias 

Susan  A.  Blaisdell   . 

Debon  Blake 

S.  Malcolm  Blanch 
Mary  Blight 
Samual  Bloom 
Benjamin  Boas 

Mary  D.  Bolton 

William  T.  Bolton .... 

Rae  E.  Bonelli 

Nellie  F.  Bonney 

Mary  G.  Bosio 

Betsey  J.  Bowles .... 

George  W.  Boyd 

Caroline  E.  Boyden 

Mary  I.  Brackett 

Florence  E. 

Bradbury 

J.  Putnam  Bradlee 
Charlotte  A. 

Bradstreet 

Etta  Freinan  Brady 


69 


2,447.51 

10,721.65 

322.50 

7,924.88 

1,000.00 

8,000.00 

1,000.00 

4,696.76 

6,445.99 

20,000.00 

2,000.00 

7,213.33 

7,068.68 

250.00 

26,124.83 

500.00 

88,879.63 

192.54 

2,000.00 

25,000.00 

3,823.41 

58,926.16 

2,000.00 

10,000.00 

10,000.00 

25,000.00 

5,832.66 

500.00 

1,000.00 

7,220.99 

100.00 

500.00 

134,964.21 

555.22 

10,000.00 

3,886.54 

1,405.83 

9,798.75 

5,000.00 

1,930.39 

5,263.33 

1,000.00 

294,162.53 

23,273.49 

4,737.58 

Ellen  F.  Bragg  8,006.68 

John  C.  Braislin  5,400.90 

E.Wayne  Brant  1,500.00 

Max  Brenner  200.00 

Lucy  S.  Brewer  10,215.36 
Florence  N. 

Bridgeman  500.00 

Ethel  M.Brien  53,969.30 

Agnes  A.  Bristol  5,000.00 

NoraA.  Brophy  4,020.44 

J.  Edward  Brown  100,000.00 

Susan  N.  Brown  500.00 

Cresence  E.  Bruce  1,000.00 

Walters.  Brutton  1,508.00 

Emma  E.Bryan  5,362.30 
John  Carroll 

Buchanan  169,715.62 

Joseph  D.  Buckley  55,611.51 

Alice  E.E.  Buff  100.00 

Mabel  E.  Bulloch  2,000.00 

Malvina  M.  Bunker  13,393.93 

Archibald  Bunn  1,000.00 

Norma  M.  Burchell  100.00 

Maria  A.  Burnham  10,000.00 
Johanna  Heckscher 

Burnham  3,304,193.26 

T.O.H.P.  Burnham  5,000.00 

Abbie  Y.  Burr  200.00 

Elizabeth  A.  Burr  20,796.52 

William  F.  Cahill  500.00 
Catherine  R. 

Callahan  74,707.83 

Annie  E.  Caldwell  5,236.30 

Helen  M,  Calef  15,000.00 

Emma  C.  Campbell  1,000.00 

Lydia  E.Carl  3,412.01 

Sarah  S,  Carleton  35,000.00 
Katherine  E. 

Carpenter 95,836.71 

Ellen  E.  Carroll 43,559.16 

Elizabeth  Hobart 

Carter  7,710.83 

Marian  P.  Cartland  500.00 

Ellen  G.  Cary  50,000.00 

Katherine  F.  Casey  100.00, 

Edward  F.  Cate  5,000.00 

Joseph  E.  Cataldo  1,000.00 
Robert  R.  Centro, 

in  memory  of  10,000.00 

Park  Chamberlin  650.00 

Fanny  Channing.  2,000.00 

Emily  D.  Chapman  1,000.00 
Hattie  Chapman, 

in  memory  of  2,500.00 

IdaU.  Charron  500.00 


Hettie  Cheek,  in 

memory  of 

Christopher 

Tompkins  Cheek 

and  Valerie 

Leslie  Cheek  892,607.02 

Mary  F.  Cheever  200.00 

Ida  May  Chickering  1,052.03 
Frances  MacDougall 

Chisholm  367,135.86 

Pauline  S.  Chrimes  3,580.72 

Alice  M.  Clement  39,904.87 

Mary  A.  Clement  767.96 

Mary  E.  Clifford  149,235.89 

H.  Blanche  Clinton  2,000.00 

Alice  I.  Cobb 2,000.00 

Laura  Cohen 87.00 

C.  Esther  Colbert  102,425.29 

Ann  Eliza  Colburn  5,000.00 

Foster  Cole  2,000.00 

Walter  H.  Collins  5,000.00 

Susan  Conant 500.00 

Richard  Condon  4,410.00 
The  Frances  W. 

and  William  J. 

Connell 

Memorial  Fund  1,287.50 

Jane  Conrad  2,000.00 
Joseph  Arthur 

Coolidge  2,000.00 

Ford  H.  Cooper  50,000.00 

William  A.  Copeland  1,000.00 

Augusta  E.  Corbin  20,644.82 

Pearl  Coskie  3,000.00 

Sandra  Countway  5,000.00 

Harrison  B.  Court  5,000.00 

William  T.  Coveney  100.00 

Nellie  W.  Cowles  3,088.03 

Jennie  L.  Cox  1,948.60 

Edward  J,  Craig 10,000.00 

Louise  F.  Crane 5,000.00 

W.  Murray  Crane  ...  10,000.00 

Florence  C.  Cross  35.00 

Harriet  Otis  Cruft  6,000.00 

David  Cummings  7,723.07 
Florence  A. 

Cummings 70,438.44 

Amy  Curtis  436,325.29 

Arthur  B.  Curtis 1,722.25 

Charlotte  A. 

Cushing 8,669.09 

ChastineL.Cushing  500.00 

Daniel  Cushing  50.20 
Isabelle  Williams 

Cushing  733.50 

Edith  Talbot  Cutler  1,000.00 


70 


8 


Annual  Report 


EllaE.  D'Arcy 

(in  memory  of 

brother  Matthew 

J.  D'Arcy) 1,500.00 

Antoinette  Da  Prato  2,000.00 

George  E.  Daley  1,541.72 

Marie  Louise  Dame  4,679.88 

I.W.  Danforth 2,500.00 

Kate  Kimball 

Danforth 250.00 

Marion  Daniels 200.00 

IraW.  Darch 1,000.00 

Florence  M. 

Davidson 111,950.82 

Charles  L.  Davis  1,000.00 

Charlotte  E.  Davis  2,000.00 

Etta  S.Davis  8,027.87 

Susan  L.  Davis 1,500.00 

Edith  B.  Davison 56,207.10 

Harrys.  & 

Mary  S.Day 500.00 

Mabel  E.Day  10,000.00 
Dorothy  Dillon 

DeJonge 1,000.00 

LillaB.  Dearborn.  ..  200.00 

Sara  Drake  Delaney  311.05 

Eda  E.Delano  500.00 

Ruth  B.  Delano  5,000.00 

EstelleM.  Dellagana  100.00 
Anna  Grandi 

Dell'Ava 1,000.00 

Costas  N.  Demetras  1,000.00 

Joseph  Descaizo     .  1,000.00 

John  H.  Devine  7,500.00 

F.  Mildred  Dillon  1,000.00 
Frederick  N.  Dillon 

Jr 121,189.00 

Elsie  C.  Disher 163,250.07 

JohnH.  Dix  10,000.00 

Ralph  A.  Donald  500.00 

Mildred  Donaldson  1,065.03 

Harold  A.  Dossett  29,316.46 

Mary  E.  Downes  1 ,000.00 

Gladys  P.  Drev^r  22,602.92 

Julia  M.  Driscoll  12,597.15 

Mary  Frances  Drovi/n  21,857.25 

Bertram  A.  Drucker  2,500.00 

John  Druker 300.00 

Rose  Druker  300.00 

Frederick  R.  Duley  14,007.20 

Ethel  C.  Dunham  5,000.00 

Francis  H.  Dwight.  97,908.31 
Virginia  McKenney 

Dunn  25,000.00 

MaryA.  Durkin  15,857.38 

AnnaB.  Dustin 5,000.00 


Alice  J.  H.  Dwinell  200.00 

MaryT.  Dwyer  333.08 

Amelia  G.  Dyer  40,043.00 

MaryA.  Dyer 8,375.18 

Ella  I.  Eaton 1,669.50 

Mary  Agnes  Eaton  3,660.91 

Mary  E.  Eaton  5,000.00 

William  Eaton 500.00 

Dorothy  Eaves 6,408.21 

Delia  Eccles  402.28 

SaraM.  Edmester  13,777.25 

David  J.  Edwards  500.00 
Josephine  E. 

Edwards  20,034.74 

Charles  S.  Egerton  9,421.24 

VegaEglizio  19.81 

RuthEldridge  61,679.74 

Blanche  C.  Elliot  2,000.00 

Ann  J.  Ellis 1,023.00 

LenaH.  Ellis 500.00 

MaudS.  Elson 46,104.75 

M.  L.  Elson 100.00 

Marjorie  P.  Elton  750.00 

A.  Silver  Emerson  ..  500.00 

John  V.  Emerson  ...  1,849.28 

Sibyl  A.  Enegren  53,546.51 

Marthas.  Ensign  2,505.48 
Equitable  Life 

Insurance  Society  1,000.00 

Orient  H.  Eustis  500.00 
Nellie  H.  Evans 

in  memoriam 

Edward  H.  Evans 

&  Harlan  Graham  36,123.40 

Hilda  Ewing 9,271.57 

Antoinette  Fagan  500.00 

Harriet  A.  Fairchild  1,000.00 

Eugene  Fanning  50.00 

Sarah  M.  Farr 64,247.43 

Ernest  Fasher 1,874.31 

Sarah  E.  Fehsenfeld  25.00 

Annie  L.  Ferguson  500.00 
Mortimer  C.  Ferris 

Memorial 1,000.00 

Fidelity  Management 

&  Res.  Co 10,660.00 

Edward  A. 

Fillebrown 500.00 

Annie  M.  Findley  ..  500.00 

Anna  G.  Fish 10,583.25 

Lucy  A.  Fisher 500.00 

Ernestine  Stone 

Fisher 163,980.00 

Thomas  B. 

Fitzpatrick  1,000.00 

Alice  Flanagan 20,970.19 


71 


Maude  Fletcher 300.00 

Walters.  Flint  15,000.00 

Margaret  C.  Foley  7,867.18 

Harriet  D.  Ford 1,000.00 

John  Forrest  1,000.00 

Nellie  Fors  100,075.00 

Ann  Maria  Fosdick  14,333.79 

Nancy  H.  Fosdick  3,937.21 

Sarah  E.  Fostor 200.00 

Eiwyn  Fowler 5,232.75 

Edith  M.  Fox  171,804.64 

Mary  Helen  Freeman  1,000.00 

Cornelia  Ann  French  10,000.00 

Martha  A.  French  164.40 
Camille  Elizabeth 

Freund  1,000.00 

Sophie  M.  Friedman  1,000.00 
Catherine  Murray 

Fiskin  500.00 
Ephraim  L. 

Frothingham  1,825.97 

Anna  D.  Fry 33,306.40 

Jessie  P.  Fuller 200.00 

Clara  H.  Furbush  5,000.00 

Mary  A.  Furbush  30.372.08 

EllaE.  Furey 500.00 

Thomas  Gaffield  6,685.38 
Mabel  Knowles 

Gage      5,000.00 

Enid  Gallagher 8,922.82 

Victor  J.  Galleni  2,500.00 

Edward  P.  Gannon  500.00 

Esther  M.  Garceau  2,000.00 
Rosalind  W. 

Gardiner 200.00 

Lillian  R.  Garside  500.00 
Erskine  A.  Gay 

in  memory  of 

EastorH.  Gay  1,000.00 

Lillian  Gay  68,122.84 

Edward  L.  Geary  2,000.00 

AlbinaL.  Ghiloni  500.00 

Bessie  Gillespie  24,670.54 

Albert  Glover  1.000.00 

Joseph  B.  Glover  5,000.00 

Marie  M.  Goggin  2,864.55 
Benjamin  H. 

Goldsmith  43,317.20 

Emma  F.  Goldsmith  500.00 

Leo  H.Goodman  10,000.00 
Charlotte  L. 

Goodnow  6,471.23 

Fred  M.  Goodwin  1,122.55 

Ellis  Gordon  150.00 

Samuel  Gordon 500.00 

Annie  M.  Gorrie  3,994.73 


Bartlett  Gould 

118.20 

Maria  W.  Goulding 

2,332.48 

Samuel  B.  Grace 

500.00 

Mary.  H.  Graham 

500.00 

Walter  Graichen 

1,000.00 

Vicenzo  Grande 

500.00 

Avis  M.  Granner 

200.00 

Charles  G.  Green 

45,837.70 

Ida  Irene  Green 

4,732.88 

Amelia  Greenbaum 

500.00 

Mary  Louise 

Greenleaf 

199,189.94 

Evelyn  P.  Greenspan 

1,000.00 

Morris  Greenspan 

1,000.00 

ImogeneC.  Gregory 

450.00 

Elizabeth  Grierson 

10,000.00 

Jacob  Grife 

4,151.67 

Louis  Grife 

2,500.00 

Alice  Griffiths 

500.00 

Marion  Grimes 

8,695.00 

Cybil  S.  Grinrod 

200.00 

Sarah  Hatch  Grover 

10,000.00 

AmalieF.  L. 

Grutzbach 

13,039.11 

Louise  A. 

Grutzbach 

17,500.00 

Louis  A.  Grutzbach 

33,000.00 

William 

Guggenheim 

50.00 

Althea  Gustafson 

1,000.00 

Lillian  E.  Gustovson 

42,568.66 

Bartlett  Guild 

100,669.36 

E.B.H.  (anonymous) 

2,000.00 

J.B.H.  (anonymous) 

2,000.00 

Vera  Haas 

2,500.00 

Stephen  Hadley 

7,794.26 

Willard  B.  Hadley 

16,640.27 

Elsa  Hager 

150.00 

EllaG.  Haig  

1,750.00 

Emily  Hale- 

in  memory  of 

Edith  B.  Perkins  .. 

500.00 

Henry  Hale 

1,000.00 

Mary  M.  Hale 

580,108.65 

Claras.  Wellman 

Hall 

90,003.68 

Christine  W.  Hall      . 

5,178.07 

Ellen  PageHall 

10,037.78 

Olive  N.  Hall 

1,000.00 

EdmondH.  Hamann 

5,000.00 

George  W.  Hamblet 

25,000.00 

Ellen  Hammond 

1,000.00 

Norah  H.  Harding 

10,756.48 

Charlotte  D. 

Hardison 

14,943.27 

George  H.  Hardy 

26,997.86 

72 


8 


Annual  Report 


EarlT.  Harper  5,000.00 

Aileen  C.  Harris  5,000.00 

Inez  M.  Harris 2,000.00 

Jean  Van  Allen 

Harris 5,229.35 

Albert  Harrison 100.00 

Margaret  A.  Harty  5,000.00 
E.M.  and  A.G. 

Harwell 5,364.31 

Helen  P.  Harvison..  1,000.00 
Caroline  M. 

Haseltine 32,612.47 

Grace  D.  Hatch  .  83,003.85 
Elizabeth  Hatfield 

Fund  7,509.38 

Hattie  S.  Hathaway  500.00 

Jerusha  F.  Hathaway  5,000.00 

Lucy  Hathaway  4,577.00 
Edward  H.  and 

Georgia  M. 

HathorneFund  50,017.68 

William  Hayball  1,788.40 

Charles  H.  Hayden  34,893.41 

John  C.  Haynes  1,000.00 
Elizabeth  H. 

Hayward 132,213.91 

Mardi  W.  Hazard  54,893.29 

Gertrude  R.  Hazen  1,134.73 

Clinton  Heacox  14,216.43 

Hattie  Heacox  31,605.79 

Mary  E.T.  Healy  200.00 

Annie  T.  Hedman  500.00 

Mary  E.  Henderson  10,000.00 

Hattie  H.  Henry  1,000.00 
AliceCushingHersey 

in  memory  of  3,000.00 

Andrew  F.  Hetherton  32,490.97 

Joseph  H.  Heywood  500.00 

Alfreds.  Hewins  41,476.87 

Christina  C.  Hicks  500.00 

Frances  O.  Higgins  2,000.00 
Dorothy  L. 

Higginson  4,000.00 
Francis  L. 

Higginson 5,004.73 

Clara  Bell  Hight  5,000.00 

Stanley  B.  Hildreth  5,000.00 

IraHiland 3,893.37 

Annettes.  Hill 24,378.82 

Caroline  P.  Hill 500.00 

GeorgeA.  Hill  100.00 

Pauline  W.  Hinkley  3,529.75 

AdaF.  Hislop  25.00 

Lila  M.  Hodges  1,000.00 

Margaret  A.  Holden  3,708.32 

Elizabeth  A.  Holl  4,010.14 


Theodore  C. 

Hollander 3,016.00 

Bernard  J.  Holmberg  2,000.00 

Mabel  A.  Home 1,000.00 

Alfred  G.  Hosmer  105,846.56 
Margaret  J. 

Hourihan  200.00 

Gertrude  H.  Howard  5,000.00 

William  G.  Howard  5,000.00 

Bessie  B.F.  Hunt  9,303.86 

Lillian  E.  Hunter  100.00 

ClasienaH.  Huntress  500.00 
Charles  S. 

Hutchinson 2,156.00 

Minnie  Hecht 

Hyneman 2,000.00 

Katharine  C.  Ireson  52,037.62 

Edwin  E.Jack  13,497.77 

Annie  H.  Jackson  12,910.94 

Evart  W.  Jackson  5,000.00 

Hattie  Jacobs 10,696.68 

Lewis  B.  Jefferds, 

in  memory  of 

Eva  M.  Jefferds  5,178.20 

Charles  T.  Jenkins  7,625.07 

Maude  F.  Jenkins  84,712.75 

Walters.  Jenkins  60,572.18 
William  S.  Jenney, 

in  memory  of  500.00 

Adeline  K.  Johnson  2,000.00 

Charlotte  Johnson  525.00 

Edwin  C.  Johnson  1,000.00 

Elizabeth  Johnson  500.00 
Ethel  McLean 

Johnson 500.00 

Helen  M.E.  Johnson  303.00 

J.  EllaJohnson 237,301.98 

Ruth  A.  Johnson 5,000.00 

Signe  G.  Johnson  49,624.35 

Frances  A.  Jordan  40,145.34 

Mabel  S.  Jordan  500.00 

Annie  G.  Joyce  250.00 
Francis  G.  Kane, 

in  memory  of 

his  mother, 

Catherine  Kane  47,185.90 

Celia  Kaplan 100.00 

Nicholas  Karahalis  1,470.00 

ElizaJ.  Kean  59,209.91 

Marion  Keating 6,018.66 

James  C.  Keith 5,000.00 

Marie  L.Keith 2,000.00 

Helen  Keller 

Trust  f/b/o 30,972.87 

Celia  Keller 8,076.61 

Rose  J.  Kelly 292.26 


73 


Marie  Jose  Kellogg  312,938.74 

Ada  L.  Kember  500.00 

Harriet  B.  Kempster  1,144.13 

Elizabeth  C.  Kern  3,000.00 

Alma  V.  Kerr  500.00 

Ernestine  M.  Kettle  22,981.31 

B.  Marion  Keyes  6,350.00 

LuluS.  Kimball  10,000.00 

Florence  I.  King  3,000.00 

Grace  W.  King  100.00 

Mildred  W.  King  5,339.73 

Lloyd  A.  Kirl<patrick  5,000.00 

Harvey  L.  Kline  2,000.00 

Augusta  Klous  5,000.00 

Charles  H.  Knott  500.00 

LydiaF.  Knowles  50.00 

SelmaC.  Kohler  2,000.00 

Eli  Kolp  500.00 

John  Kopleman  2,350.00 

Davis  Krokyn 100.00 

Marcella  E. 

Kunigenas  1,000.00 
Emelda  Quesnal 

LaCroix  1,000.00 

Frederick  W.  Lake  2,500.00 
Catherine  M. 

Lamson  6,000.00 

James  J.  Lamson  750.00 

Elizabeth  Lane  877.09 

Susan  M.  Lane  815.71 

Isabel  H.Lang  47,457.65 

Muriel  Langelier  6,252.46 

Alexina  LaPointe  250.00 
Grace  Gordon 

Latimer 5,000.00 

Elizabeth  W. 

Leadbetter 2,638.71 

Jane  Leader 3,544.31 

Mary  M.  Leary 1,000.00 

Leo  H.  Leary  1,000.00 

LuellaK.  Leavitt      .  1,011.67 

Marion  Leeds  68,367.61 

Donald  E.  Leith  5,000.00 

Lewis  A.  Leiand  415.67 

Louis  P.  Leonard  25,000.00 

Mary  E.  Lennon 6,932.71 

Dr.  Jacob  Lerman.  200.00 

Ruth  W.Levi 500.00 

Frederick  J.  Leviseur  10,000.00 
RosannaT.  Leviseur, 

in  memory  of 

Albert  Thorndike  50,000.00 

Benjamin  Levy  500.00 

Williams.  Levy 56,679.46 

Elias  Levy 500.00 

Ruth  R.Lewis 2,165.99 


AntonieL.  Lilienfeld 
May  C.  Lima 
E.E.  Linderholm 
Agnes  M.  Lindsay 
William  Litchfield 
MarjorieK.  Littlefield 
Harvey  B.  Locke 
Mary  T.  Locke 
Anna  Lander  Long 
Ethel  B.  Lord, 
in  memory  of 
Selina  Horrocks 
Lord  and  John 
Wesley  Lord 
Gertrude  P.  Lord  .. 

Margaret  L.  Lord 

Margarita  F.  Lord 
in  memory  of 
Margaret  Leonard 
Hannah  W.  Loring 
Marjorie  C.  Loring 
Mary  H.  Loring 
Jennie  Louis 

Israel  Louis 

William  E.  Lowry 

Pauline  B.  Lubell .... 
Celia  E.  Lugene 
Adolph  S.  Lundin 
Susan  B.  Lyman 
Mary  M.  Lynch 
Katherine  K.  Lytle 
Anna  P.  MacKay 
Agnes  J.  MacNevin 
Eugene  H.  Mahoney 
Letitia  E.  Mahoney 
Alice  B.  Madison 
Grace  I.  Maguire 
Guy  W.  Mailman 
Susan  B.  Mailman 
Frank  G.  Maliff 
Nellie  Malkowskj 
Mary  Ella  Mann 
Elizabeth  M.  Mann 
Blanche  Osgood 

Mansfield 

Harry  Marcus 

Annie  B.  Marion 
Antonio  Marotta 
Rebecca  Marks 
Stephen  W.  Marston 
John  Pitts  Marston 
Elizabeth  S.  Martin 

Mark  Mason 

John  M.  Maxwell 
William  H.  Maynard 
Annie  L.  Macbeth 


47,314.63 

10,000.00 

505.56 

4,000.00 

7,951.48 

3,000.00 

500.00 

8,361.89 

1,000.00 


86,586.18 

2,000.00 

30,730.07 


3,000.00 
9,500.00 
5,000.00 

11,105.78 

1,132.79 

1,993.71 

5,000.00 

500.00 

300.00 

100.00 

4,809.78 

20,951.70 
1,000.00 
2,250.00 

78,968.67 

37,376.22 
1,000.00 
1,000.00 

79,380.99 
1,000.00 
1,000.00 
7,500.00 
1,000.00 
250.00 
1.301.10 

1,000.00 

500.00 

8,745.66 

200.00 

2,640.40 

5,000.00 

1,000.00 

1,000.00 

5,000.00 

1,939.37 

22,821.56 

1,000.00 


74 


8 


Annual  Report 


Maynard  R. 

McCandless 1,000.00 

Patrick  H.  McCarthy  7,692.23 
Frances  C. 

McCormick  2,386.42 

James  C.  McDonald  1 ,000.00 

John  H.  McDonald  5,245.05 

Cyril  C.  McDonnell  1,000.00 

Gladys  McGown  50.00 

CoraMclntire  6,862.50 

Catherine  Mcintosh  8,058.60 

Isabel  W.  McLeod  5,000.00 

May  S.  McLennan  7,000.00 

Maude  McNally  6,295.92 

Serafina  Leno  Meo  2,176.10 
Arthur  Clarke 

Melcher 69,445.83 

Charles  Merriam 1,000.00 

Claras.  Merriam  11,904.13 

Florence  B.  Merrill  1,000.00 

Franklins.  Merritt  5,667.02 

Minnie  D.  Merry  500.00 
Lottie  M.  Merry 

in  memory  of 

Isabel  D.Mesquita  10,917.74 

Ada  M.Miller 5,388.71 

Mary  H.Miller 1,512.50 

Pauline  W.  Miller  985.97 

OlgaE.  Monks  2,500.00 

George  Montgomery  5,140.00 
Harold  A. 

Montgomery 3,858.51 

Elaine  Moore 10,559.57 

Ivy  L.  Morris  1,000.00 

Theresa  A.  Morley  8,353.59 

Mary  Morse  829.08 

Martha  H.  Morss  3,000.00 

Mertie  B.  Morton  31,563.33 

Jennie  Moschello  2,000.00 

Warren  Motley  15,599.35 
Louise  C.  Moulton 

Bequest  7,891.65 

Mary  A.  Muldoon  100.00 

Lillian  P.  Mullaney  18,500.00 

RosaA.  Mulrey  1,000.00 

Adelaide  F.  Munsey  1,000.00 

Cornelius  J.  Murphy  2,078.60 

Mary  E.  Murphy  1,000.00 

Mary  P.  Murphy  20,817.12 

MaryT.  Murphy  10,000.00 

Francis  C.  Murray  1,500.00 

Sarah  Ella  Murray  8,000.00 
Walter  E.  and  Elsie 

M.  Musgrave 475.70 

Gertrude  M.  Myette  40,000.00 
Alice  M.  Namack, 

in  memory  of 26,750.50 


Marie  F.J.  Nash 
Sarah  M.  Nathan 
Florence  H.  Nelson 
Nels  A.  Nelson 
Henry  Nemrow 
David  Nevins 
Helen  L.  Newman 
Christel  W.  Nichols 
Jeanne  Nielson 

Joseph  Noel 

Joseph  F.  Noera 
Lucy  C.  Nolan 
Leonard  L.  Nones 
Charles  L.  Noonan 

Ruth  E.  Noonan 

Nathan  Novick 

Henry  P.  Norris 

Mary  B.  Noyes 

Annie  Anthony 

Noyes 

Richard  W.  Nutter 
Ella  Nye 
Mildreds.  Nye 
Harold  J.  O'Donnell 

Esther  O'Hara 

Harold  L.  Olmstead 
S.  Louise  Ellis  Orr 
William  F.  O'Reilly 
Emily  C.  O'Shea 
Isabella  T.  Palan 
Elizabeth  M. 

Paramino 
John  T.  Park 
Louise  Parker 
Robert  B.  Parker 
Sarah  Irene  Parker 
William  Prentiss 

Parker 

George  Francis 

Parkman 
Grace  Parkman 
Ruth  Parmly 
Louise  H.  Parsons 
Louise  J.  Parsons 
William  O.  Partridge 
Nora  B.  Patton 
Fanny  W.  Paulding 
Philip  G.  Peabody 
Charles  B.  Pearson 
Edith  B.  Perkins 
Elizabeth  W.  Perkins 
Ellen  F.  Perkins 

Ellen  R.  Perry 

Marie  A.  Perry 

Vera  L.  Perry 
William  B.  Perry,  Jr. 


78,547.24 

500.00 

1,000.00 

57,409.25 

100.00 

92,091.80 

5,000.00 

38,657.00 

500.00 

70,465.79 

2,000.00 

500.00 

395.82 

1,000.00 

5,483.33 

200.00 

35,219.74 

915.00 

100.00 

2,000.00 

50.00 

15,000.00 

5,000.00 

2,000.00 

11,401.56 

13,500.00 

1,000.00 

1,000.00 

250.00 

2,000.00 

85.492.32 

30,000.00 

651,730.88 

699.41 

2,500.00 

50,000.00 

5,383.78 

457,132.70 

27,087.31 

576.86 

15,293.60 

102,000.00 

110,492.71 

1,200.00 

1,513.63 

2,000.00 

2,000.00 

2,500.00 

31,000.00 

1,000.00 

2,000.00 

500.00 


75 


Edward  D.  Peters 
Chester  R.  Peterson 
Frances  H.  Phillips 
Lucy  A.  Phillips 
Hannah  E.  Phinney 
Clara  F.  Pierce 

Clara  J.  Pitts 

Anna  M.  Place 
George  F.  Poland 
Mary  Russell  Pope 
Elizabeth  B.  Porter 
George  M.  Porter 
Marion  S,  Potter 
Jessie  E.  Powell 
Helen  H.  Power 
Sarah  E.  Pratt 
Sarahs.  Pratt 
George  W.  Prentiss 
Mary  C.  Priest 
CharlesJohn  Prince 
Aaron  Pritzker 
Francis  I.  Proctor 
Orville  Purdy 
Rose  Rabinowitz 
Domenico  B. 
Raimondo 
Barbara  Caroline 

Ralph 

Bernice  E.  Randall 
Zilpah  Fay  Ranney 
Emma  Dora  Ray 
Grace  E.  Reed 
Carrie  P.  Reid 
Edwina  F.  Resor 
Jennie  B.  Reynolds 
Theresa  Reynolds 
Leonard  H.  Rhodes 
Harold  Rice 
MabelleH.  Rice 
Alice  M.A. 

Richardson 
Matilda  B. 

Richardson 

William  L. 

Richardson 
Myer  Riesman 
Charles  Edward 

Riley 

Mabel  Louise  Riley 
in  loving  memory 
of  my  father 
Charles  Edward 
Riley  and  my 
mother  Agnes 
Winslow  Riley 
Florence  L.  Roberts 


500.00 

5,000.00 

50,000.00 

102,883.23 

17,560.55 

2,005.56 

2,000.00 

13,000.00 

75.00 

3,000.00 

5,449.50 

20,828.61 

25,000.00 

57,819.40 

5,000.00 

2,988.34 

5,000.00 

12,745.15 

14,929.35 

1,605.83 

56.51 

10,000.00 

137,932.21 

50.00 

25,000.00 

28,437.42 

22,918.60 

10.00 

50,696.73 

5,054.25 

679.51 

1,000.00 

9,330.64 

2,402.93 

1,012.77 

5,000.00 

3,750.00 

25,000.00 

300.00 

50,000.00 
1.000.00 

635.40 


100,000.00 
1,000.00 


William  N.  Robbie  26,500.00 

Henry  P.  Robbins  8,791.00 

KatherineF.  Robbins  5,126.35 

Ida  Robbins  5,000.00 

Anne  Augusta 

Robinson  212.20 

Harold  Robinson  2,000.00 

Julia  M.Roby 500.00 

Robert  Rodgers 100.00 

Eliza  Findlay  Rogers  5,000.00 

Helen  Rogers  28,179.08 

G.  Bernice  Roome  2,000.00 

John  Roome 5,787.67 

Ella  D.Rose 5,000.00 

Eda  C.  Rosengren  758.15 

Mabel  R.  Rosenthal  1,100.74 

Morris  Rosenthal  1 ,000.00 

Barbaras.  Ross  2,740.35 

Bernard  J.  Rothwell  2,010.52 
Henrietta  Goodrich 

Rothwell  500.00 

Ethel  D.  Roulston  2,500.00 

Joseph  Rowe  12,921.61 

Benjamin  Rudnick  500.00 

Mary  L.  Ruggles  3,000.00 

Mary  Frances  Russ  1,128.44 

Elizabeth  H.  Russell  500.00 

Florence  H.  Russell  7,238.86 

Josephine  Russell  500.00 

Marion  Russell  5,000.00 

Nancy  E.  Rust  2,640.00 

William  H.  Ryan  8,023.48 

AmyM.Sacker 1,000.00 

Emily  E.  St.  John  .  5,015.00 

JamesSalas  5,000.00 

Peter  J.  Salmon  10.00 

Francesco  Salo 5,000.00 

Eleanor  Saltonstall  15,000.00 

Beatrice  Sampson  2,000.00 

Florance  Sanborn  4,295.89 
Virginia  A. 

Sanderson  48,508.61 

Gertrude  H.  Savage  50,000.00 

Augustas  Saxe 509.35 

Alfred  Scaramelli  761.82 

Joseph  Schofield  2,500.00 
Louis  H. 

Scholosberg  100.24 

Louise  H.Schubeler  4,438.32 

George  H.  Schultz  2,052.68 

Sarah  E.  Seabury  3,116.01 

Edward  O.Seacomb  1,000.00 
Florence  A. 

Seagram  500.00 

Ethel  G.  Sears  1,000.00 

Minnies.  Seaver  22,845.15 


76 


8 


Annual  Report 


Jessie  S.  Seavey 260.76 

IdaSeldov  500.00 

Ignatios  Seraphim  13,622.89 
Richard  Blacl< 

Sewell     25,000.00 

Burt  Harold  Shaw  200.00 

Helen  I.  Shaw  35,097.09 

Roy  J.  Sheinwald  500.00 

Benjamin  H.Shelton  19,323.49 

Anna  M.  Shepard  5,000.00 

Lena  M.  Shepherd  4,638.86 

Charles  F.  Sherman  2,000.00 

Robert  F.  Shurtleff  1,432.94 

Gertrude  Sidell  7,028.04 

Carrie  Etta  Silloway  5,429.88 

Peter  Silva  13,017.22 

BlancheF. Simmons  1,616.07 
Doris  Crabtree 

Simonds    22,098.87 

Jean  Simonds 50.00 

Marion  P.  Sinclair  500.00 

Maudes.  Slayton  5,000.00 
Mary  H.  Smerdon 

Memorial  to 

Harriet  A.  Barnes 

&  Mrs.  Smerdon  8,519.67 

Anne  Morton  Smith  5,000.00 

Arthur  A.  Smith  10,000.00 

Charles  L.  Smith  5,000.00 
Charlotte  Colley 

Smith  22,000.00 

Ellen  V.Smith  25,000.00 

EstherW.  Smith  5,000.00 

Ethel  E.  Smith  10,417.14 

Sarah  F.Smith  3,000.00 
William  Garfield 

Smith  112,500.00 

EllisL.  Snider  250.00 

ArthurSpalton 4,334.02 

The  Maria  Spear 

Bequest  for 

the  Blind 15,000.00 

Henry  F.  Spencer  1,000.00 

Martha  Sperber  50.00 

Charlottes.  Sprague  13,229.23 

Thomas  Sprague  1,000.00 

Alice  M.  Stanley  100.00 

Adella  E.  Stannard  1,631.78 

Louie  R.  Stanwood  1,000.00 

WilmerT.  Starkey  27,881.08 

Cora  NT.  Stearns  53,739.10 

Lucy  B.  Stearns  1 6,084.07 

Eugenia  A.  Stein  1,000.00 

Hattie  V.Stephenson  1,394.00 

LucieStern 3,000.00 

Charlotte  V.Stewart  623.57 


Frank  W.Sticher  18,943.51 

Henry  A.  Stickney  2,410.00 

Lucritia  J.  Stoehr  2,967.26 

Emily  Lyman  Storer  3,159.43 

Joseph  C.  Storey  122,531.58 

Harold  B.  Stratton  19,860.45 

MaudeA.  Strout  9,031.31 

Grace  L.  Sturtevant  500.00 

Edward  C.  Sullivan  2,000.00 
SophroniaS. 

Sunbury 365.19 

Shepard  H.  Swain 

Fund 1,000.00 

Edward  Swan  16,871.98 

EmmaB.  Swasey  2,250.00 

MaryF. Swift 1,391.00 

Frank  R.Tackaberry  2,500.00 

Cecil  L.  Taylor 50.00 

Florence  G.  Taylor  53,153.80 

William  Taylor  893.36 

ValmoreP.Tetreault  5,000.00 
Mary  DeWolf 

Thacher  3,000.00 

Minnie  L.  Thayer     .  1,000.00 

Sara  A.  Thayer  5,000.00 

Marion  M.  Thomas  2,000.00 
EstelleM.  E. 

Thompson 1,000.00 

Joanna  C. 

Thompson 1,000.00 

Mabel  E.  Thompson  8,738.61 

MinnieB. Thompson  5,821.90 

Agnes  F.  Thurston  65,566.62 

Gladys  L.  Thurston  4,156.67 

Anna  B.  Tibbitts  2,000.00 

Elizabeth  Tilton 3,000.00 

William  Timlin 7,820.00 

Alvin  R.  Titus 

(in  memory  of 

MarthaAldenTitus, 

Lemuel  Wentworth 

Titus,  &  Dorothy 

Alden  Titus) 2,500.00 

David  M.Tobin  500.00 

Gladys  H.  Tomajan  2,500.00 

Ethel  C.  Torney 500.00 

Alice  W.  Torrey 71,560.00 

Edith  M.  Tourtellot  1,171.92 
Evelyn  Wyman 

Towie  7,020.00 

Stephen  G.  Train...  20,000.00 

Richard  E.  Traiser...  5,000.00 
Annie  Proctor 

Treadwell 43,274.42 

Sarah  E.Trott 2,885.86 

John  L.Tucker 57,620.80 


77 


Mary  Wilson  Tucker  481.11 

MariaP.  Turnbull  25,000.00 

Jennie  A.  Tuttle  27,809.29 

Edwin  C.  Tykeson  353,718.23 

George  B.  Upton  10,000.00 

Maude  C.  Valentine  1,884.22 
Grace  0.  Van 

Norden  50,974.29 

Cliarles  A.  Vaille  1,990.00 

Bessie  G.  Veazie  500.00 

Helen  M.  Viano  2,000.00 

Bernard  T.  Vierich  593.06 

Harold  L.Vinal  500.00 

Mabel  Viscounte.  5,000.00 

AbbieT.  Vose 1,000.00 

Maude  K.Vose 100.00 

Nancies.  Vose  300.00 

Horace  W.Wadleigh  2,000.00 

Joseph  K.  Wait  3,000.00 

Amelia  L.  Walker  1,000.00 

Oakley  C.Walker  1,000.00 

FloranceWallis  58,878.15 

Harrier  Ware  1,952.02 

Allena  F.Warren  2,828.33 

Elizabeth  M.Warren  1,000.00 

William  H.Warren  4,073.17 

Frank  Washington  13,813.78 

Ella  Irene  Waters  4,586.39 

Mary  L.  Watson  4,322.17 

Sarah  A.  Watson  1 0,000.00 

Ella  Walters  12,000.00 

EleanoreC.  Webb  5,314.95 

Charles  F.  Webber  30,915.93 

Marjorle  N.  Weeks  5,000.00 

Solomon  Weinstein  1,000.00 

LeoWeidhorn 5,000.00 

Mary  E.Welch 200.00 

Mary  Ann  P.  Weld  2,000.00 

Helen  H.  Wellman  42,455.46 

Ellen  A.  Wells 21,303.14 

Henry  E.Wells, 

in  memory  of 

Violet  Harper  Wells  200.00 

Henry  Wentworth  2,000.00 

OliverM.Wentworth  300.00 

Clara  Wetherbee  300.00 

Cordelia  H.Wheeler  800.00 

Opha  J.  Wheeler  3,852.74 

Eliza  Orne  White  4,621.42 

Gertrude  A.  White  3,000.00 

Ella  Tredich  White  1,000.00 

Louise  Whiting  9,846.19 
Louise  Whitfield, 

in  memory  of 

Louis  Whitfield 

Ewing 5,000.00 


Porter  W.Whitmarsh  88, 

Ruth  E.  Whitmarsh  1, 

Sarah  L.  Whitmarsh  2, 
Eugene  A.  Whitmore 

in  memory  of 

her  grandfather 

Professor  Emile 

Trenchery 5, 

Samuel  Brenton 

Whitney  1, 

William  T.  Whitney  5, 

Martha  A.  Wilcomb  5, 

Alice  F.Willard  3, 

Delia  Fay  Willard  2, 

AdeliaC.  Williams  1, 

Emily  F.  Williams  67, 

Fred  H.Williams  1, 

Judson  Williams  3, 
Adeline  Sybil 

Williams  124, 
Roy  F.  Williams 

(in  memory  of 

Sarah  E.Williams)  12, 

Clara  R.  Williamson  1, 
Mary  Denny 

Williston  1, 

Alice  M.  Wilson  11, 
Lucy  B.  Wilson. 

in  memory  of 
MehitableC.C. 

Wilson 

Winifred  I.  Wing  82, 

NettieR.  Winn  1, 
Samuel  C.  Wiswall 

Daniel  Wolfson  20, 

Elodie  B.  Woodard  6, 

MmnieS.  Woolfe  9, 
Worcester  County 

Association  F/B  13, 

Esther  F.  Wright  6, 

Mildred  E.  Wyman  50, 

Thomas  T.  Wyman  20, 

Freida  T.  Wyzanski  5, 

AnnaYoung  587, 

Fanny  Young  8, 

Florence  E.  Young  86, 

Lyde  Young 

William  B.  Young....  1, 

Suspense 

21,11 


247.05 
000.00 
000.00 


000.00 

000.00 
000.00 
000.00 
272.18 
817.49 
000.00 
722.65 
755.74 
628.46 

960.05 


007.86 
000.00 

000.00 
526.49 

800.00 

543.75 
652.81 
000.00 
125.00 
000.00 
168.55 
259.38 

877.05 
427.76 
000.00 
000.00 
000.00 
904.89 
000.00 
006.95 
500.00 
000.00 
1.00 


5,202.77 


(continued  on  next  page) 


78 


8 


Annual  Report 


Add: 
Accumulative 
Realized 
Appreciation 
on  Investments 
Accumulative 
Unrealized 
Appreciation 
on  Investments 

Deduct: 
Accumulative 
Transfer  to 
Plant  Capital 
Accumulative 
Transfer  to 
meet  current 
expenses  since 
1970 


Unrestricted  Funds  functioning  as 
endowments: 
General  Kindergarten: 

EmilieAlbee 150.00 

8,216,634.77                   LydiaA.  Allen  748.38 

Michael  Anagnos  3,000.00 

Harriet  T.  Andrew  5,000.00 

Martha  B.  Angell  34,370.83 

6,166,293.59  Mrs.  William 

35,498,131.13                       Appleton  18,000.00 

Elizabeth  H.  Bailey  500.00 

Eleanor  J.W.  Baker  2,500.00 

Ellen  M.  Baker  13,053.48 

10,547,984.20                   Sarah  E.J.  Baker  51,847.49 

Mary  D.  Barrett 1,000.00 

Nancy  Bartlett  Fund  500.00 

Sidney  Bartlett  10,000.00 

Emma  M.  Bass 1,000.00 

.  7,547,471.00                   Thompson  Baxter  322.50 

17,402,675.93                   Robert  C.  Billings  10,000.00 

Harriet  M.  Bowman  1,013.22 

Sarah  Bradford 100.00 

Helen  C.  Bradlee  140,000.00 

J.  Putnam  Bradlee  194,162.53 
Charlotte  A. 

Bradstreet 13,576.19 

Ellen  F.  Bragg 8,006.69 

Lucy  S.  Brewer 7,811.56 

Sarah  Crocker 

Brewster  500.00 

Ellen  Sophia  Brown  1,000.00 

Mary  E.  Brown  1 ,000.00 

Rebecca  W.  Brown  10,934.49 
Harriet  Tilden 

Browne 2,000.00 

KatherineE.  Bullard  2,500.00 

Annie  E.  Caldwell  5,000.00 

John  W.Carter  500.00 

Kate  H.  Chamberlin  5,715.07 

Adeline  M.  Chapin  400.00 

Benjamin  P.  Cheney  5,000.00 

Fanny  C.  Coburn  424.06 

Charles  H.  Colburn  1,000.00 

Helen  Collamore  5,000.00 

AnnaT.  Coolidge  53,873.38 

Mrs.  Edward  Cordis  300.00 

Sarah  Silver  Cox  5,000.00 

LavonneE.  Crane  3,365.21 

Susan  T.  Crosby  1 00.00 
Margaret  K. 

Cummings 5,000.00 

James  H.  Danford  1,000.00 
Catherine  L. 

Donnison 

Memorial 1,000.00 

George  H.  Downes  3,000.00 


79 


Amanda  E.   Dwight  6,295.00 

Lucy  A.  Dwight  4,000.00 

Harriet  H.  Ellis  6,074.79 

Mary  E.  Emerson  1,000.00 

Mary  B.  Emmens  1,000.00 

James  E.  English  29,414.71 

Arthur  F.  Estabrook  2,000.00 

IdaF.  Estabrook  2,114.00 

Orient  H.  Eustis  500.00 
Annie  Louise  Fay 

Memorial 1,000.00 

Sarah  M.  Fay 15,000.00 

Charlotte  M.  Fiske  5,000.00 

Ann  Maria  Fosdick  14,333.79 

Nancy  H.  Fosdick  3,937.21 

Fanny  Foster  378,087.49 
Margaret  W. 

Frothingham  500.00 

J.  Franklin  Gammell  6,657.38 

Elizabeth  W.  Gay  7,931.00 

Ellen  M.  Gifford  5,000.00 

Joseph  B.  Glover  5,000.00 

Mathilda  Goddard  300.00 

AnnaL.  Gray  1,000.00 

Maria  L.Gray  200.00 

Amelia  Greenbaum  1,000.00 

Caroline  H.  Greene  1,000.00 

Mary  L.  Greenleaf  5,157.75 

Josephines.  Hall  3,000.00 

Allen  Haskell 500.00 

Mary  J.  Haskell  8,687.65 

Jennie  B.  Hatch  1,000.00 

Olive  E.  Hayden  4,622.45 

Thomas  G.  Hiler  3,000.00 

Janes  H.  Hodges  300.00 

Margaret  A.  Holden  2,360.67 
Marion  D. 

Hollingsworth  1,000.00 

Frances  H.  Hood  100.00 

Abigail  W.  Howe  1,000.00 

Ezras.  Jackson  688.67 

Caroline  E.  Jenks  100.00 

Caroline  M.  Jones  5,000.00 

Ellen  M.  Jones  500.00 

Hannah  W.  Kendall  2,515.38 

CaraP.  Kimball  10,000.00 

David  P.  Kimball  5,000.00 

Moses  Kimball  1,000.00 

Ann  E.  Lambert 700.00 

Jean  Munroe 

LeBrun 1,000.00 

WillardH. 

Lethbridge  28,179.41 

Frances  E.  Lily  1,000.00 

William  Litchfield  6,800.00 

Mary  Ann  Locke    .  5,874.00 


RobertW.  Lord 1,000.00 

Lewis  W.  Lothrop  1,000.00 

SophiaN.  Low  1,000.00 

Thomas  Mack  1,000.00 

Augustus  D.  Manson  8,134.00 

Calanthe  E.  Marsh  18,840.33 

Sarah  L.  Marsh  1,000.00 

Waldo  Marsh 500.00 

Annie  B.  Mathews  45,086.40 

Rebecca  S.  Melvin  23,545.55 

Georgina  Merrill 4,773.80 

Ira  I.  Moore 1,349.09 

Louise  Chandler 

Moulton  10,000.00 

Maria  Murdock  1,000.00 

Mary  Abbie  Newell  5,903.65 

Frances  M.  Osgood  1,000.00 

Margaret  S.  Otis  1,000.00 
Jeannie  Warren 

Paine 1,000.00 

Anna  R.  Palfrey 50.00 

Sarah  Irene  Parker  699.41 

Anna  Q.T.  Parsons  4,019.52 

Helen  M.  Parsons  .  500.00 

Caroline  E.Peabody  3,403.74 

Elward  D.  Peters 500.00 

Henry  M.  Peyser 5,678.25 

MaryJ.  Phipps 2,000.00 

Carolines.  Pickman  1,000.00 

Katherine  C.  Pierce  5,000.00 

Helen  A.  Porter 50.00 

Sarah  E.  Potter 

Endowment  Fund  425,014.44 

Francis  L.  Pratt  100.00 

Charles  John  Prince  1,605.83 

AbelH.  Proctor 213,770.12 

Mary  S.C.  Reed  5,000.00 

EmmaReid 952.38 

William  Ward 

Rhoades 7,507.86 

Jane  Roberts  93,025.55 
John  M. 

Rodocanachi 2,250.00 

Dorothy  Roffe 500.00 

Clara  Bates  Rogers  2,000.00 

Rhoda  Rogers  500.00 
Mr.  Benjamin  S. 

Rotch 8,500.00 

Reinhold  Ruelberg 

Trust  151,960.91 

Rebecca  Salisbury  200.00 

Henry  Saltonstall  3,222.34 

J.  Pauline  Schenki  10,955.26 

Joseph  Schofield  3,000.00 

Eliza  B.  Seymour  5,000.00 

John  W.  Shapliegh  1,000.00 


80 


8 


Annual  Report 


Esther  W.  Smith  5,000.00 

Annie  E.  Snow  9,903.27 

Adelaide  Standish  5,000.00 

Elizabeth  G.  Stuart  2,000.00 

Elizabeth  B.  Swan  13,814.46 

Benjamin  Sweetzer  2,000.00 

Sarah  W.Taber  1,000.00 

Mary  L.Talbot  630.00 

Ann  Tower  Tarbell  8,529.40 

Cornelia  V.R.Thayer  10,000.00 

Delia  D.  Thorndike  5,000.00 

Elizabeth  L.  Tilton  300.00 

Betsey  B.  Tolman  .  500.00 
Transcript,  ten 

dollarfund 5,666.95 

Mary  Wilson  Tucker  481.11 

Mary  B.Turner 7,582.90 

Royal  W.  Turner  24,089.02 

Minnie  H.  Underbill  1,000.00 

Charles  A.  Vialle  1,990.00 

Vaseleke  J.  Viahos  5,000.00 
Rebecca  P. 

Wainwright  1,000.00 

George  W.  Wales  5,000.00 

Maria  W.Wales  20,000.00 

Gertrude  A.  Walker  178.97 

Mrs.  Charles  E.Ware  4,000.00 

Rebecca  B.  Warren  5,000,00 
Jennie  A.  (Shaw) 

Waterhouse 565.84 

Mary  H.Watson 100.00 

Ralph  Watson 

Memorial 237.92 

Isabella  M.  Weld  14,795.06 

Mary  Whitehead  666.00 
Evelyn  A.  Whitney 

Fund 4,992.10 

Julia  A.  Whitney  100.00 

Sarah  W.  Whitney    .  150.62 

Betsey  S.  Wilder 500.00 

Hannah  Catherine 

Wiley 200.00 

Mary  W.Wiley 150.00 

Martha  A.  Wilcomb  5,000.00 

Mary  Williams  5,000.00 

Almira  F.  Winslow  306.80 

Eliza  C.  Winthrop  5,041.67 

Harriet  F.  Wolcott . . .  5,532.00 


Add: 
Accumulative 
Realized 
Appreciation 
on  Investments 
Accumulative 
Unrealized 
Appreciation 
on  Investments 

Deduct: 
Transfer  to 
Plant  Capital 
August  31,  1947 


4,853,979.39 


3,093,100.71 
10,448,889.05 


634,744.69 
9,814,144.36 


Total  Unrestricted 
Funds  Functioning 
as  Endowments     27,216,820.29 


2,501,808.95 


81 


HOWE  PRESS  FUNDS 


Restricted  Funds-Income  Restricted  for: 
Adeline  A.  Douglas  (printing  raised 

characters) 5,000.00 

Amy  F.  Ellis  (Braille  or  similar  work) 1,000.00 

Harriet  S.  Hazeltine  (printing  raised 

characters) 2,000.00 

Thomas  D.  Roche  (publication 

non-sectarian  books) 1,883.84 

J.  Pauline  SchenkI  (printing) 10,955.26 

Deacon  Stephen  Stickney  Fund 

(books,  maps  and  charts) 5,000.00 

Add; 
Accumulative  Realized  Appreciation 

on  Investments 16,282.69 

Add: 
Accumulative  Unrealized  Appreciation 
on  I  n vestments 343.21 


25,839.10 


16,625.90 
Total  Restricted 42,465.00 

Unrestricted  Funds: 

Beggsfund 1,000.00 

Joseph  H.  Center 1,000.00 

Marie  Ernst 10,000.00 

C.W.  Hagerty 295.56 

Augusta  Wells 10,290.00 

22,585.56 

Current  and  Plant  Funds 1,999,759.00 


2,022,344.56 


Add: 
Accumulative  Realized  Appreciation 

on  Investments 99,205.35 

Add: 
Accumulative  Unrealized  Appreciation 
on  Investments 23,217.09 


122,422.44 
Total  Unrestricted 2,144.767.00 


82 


8 


Annual  Report 


THE 

PERKINS 

ENDOWMENT 


'T^he  Perkins  Program  as  it  has  developed  and 
^  been  maintained  for  more  than  one  hundred 
and  fifty  years  has  relied  upon  a  growing  endow- 
ment at  every  step  along  the  way. 

Endowments  which  are  adequate  to  put  a  pro- 
gram into  effect  are  rarely  sufficient  to  keep  it 
going.  As  with  every  private  school  and  college 
that  is  keeping  abreast — or  ahead — of  the  times,  Perkins  needs  to  see  its 
endowment  grow.  Through  bequests  and  donations,  and  through  a  few 
government  grants,  we  have  been  able  to  expand  existing  services  and  add  new 
ones  as  needed.  We  are  confident  that  our  friends  will  continue  to  support  us  in 
ever  increasing  amounts. 


FORM  OF  BEQUEST 

I  hereby  give,  devise  and  bequeath  to 
the  Perkins  School  for  the  Blind,  a 
corporation  duly  organized  and  exist- 
ing under  the  laws  of  the  Common- 
wealth of  Massachusetts,  the  sum 


of_ 


.dollars 


($- 


the  same  to  be  applied  to  the  general 
uses  and  purposes  of  said  corporation 
under  the  direction  of  its  Board  of 
Trustees;  and  I  do  hereby  direct  that 
the  receipt  of  the  Treasurer  for  the 
time  being  of  said  corporation  shall 
be  a  sufficient  discharge  to  my  execu- 
tors for  the  same. 


FORM  OF  DEVISE  OF  REAL  ESTATE 

I  give,  devise  and  bequeath  to  the 
Perkins  School  for  the  Blind,  a  corpo- 
ration duly  organized  and  existing 
under  the  laws  of  the  Commonwealth 
of  Massachusetts,  that  certain  tract  of 
real  estate  bounded  and  described  as 
follows: 

(Here  describe  the  real  estate 
accurately) 

with  full  power  to  sell,  mortgage  and 
convey  the  same  free  of  all  trust. 

NOTICE 

The  address  of  the  Treasurer  of  the 
corporation  is  as  follows: 

JOHN  W.  BRYANT 
Fiduciary  Trust  Co., 
175  Federal  Street 
Boston,  MA  021 10-2289 


83 


g  ^  Annual  Report 


0)ice  used  in  the  early  1900's, 
glazed  tiles  provided  tactile 
landmarks  to  help  orient  Perkins' 
stude^its  within,  campus  buildings.  A 
simple  tool  to  assist  students  to  master 
-their  environment  in  tlie  day-to-day 
pursuit  of  teaming. 

As  Perkins  has  grovm,  its  focus 
and  services  have  evolved.  Extending 
beyond  the  campus  and  into  the 


community,  our  efforts  have  seen 
professionals  work  with  blind  students 
as  they  enter  public  schools  and 
develop  community  residence 
programs  for  the  visually  impaired. 
Perkins  is  leading  the.  way  to  open 
a  larger  campus  to  its  students  in 
their  pursuit  of  self  realization. 

Like  tlie  tiles  of  yesterday,  Perkitis 
provides  the  tools,  tJie  hope  and  the 
promise  of  quality  education. 


One  Hundred  and  Fifty-Fifth 
Annual  Report  of 
Perkins  School  for  the  Blind 
1986 

Incorporated  March  2, 1829 

An  accredited  member  since  1947  of  the 
New  England  Association  of  Colleges 
and  Secondary  Schools. 

An  accredited  member  since  1970  of  the 
National  Accreditation  Council  for  Agen- 
cies Serving  the  Blind. 


Officers  of  the 
Corporation  1986-87 


President 

C.  Richard  Carlson 

Vice-Presidents 
Mrs.  Mason  Fernald 
Dudley  H.  WUlis 

Secretary 
William  A.  Lowell 

Treasurer 
John  W.  Bryant 

Assistant  Treasurer 
H.  Oilman  Nichols 

Board  oj  Trustees 
Mary  Alice  Brennan-Crosby* 
C.  Richard  Carlson* 
Frederic  M.  Clifford* 
William  J.  Edwards 
Mrs.  Mason  Fernald 
Albert  Gayzagian* 
Paul  S.  Goodof 
Loretta  Warner  Holvvay 
Dr  Frederick  H.  Lovejoy 
H.  Gilman  Nichols 
Nicholas  U.  Sommerfeld 
Dudley  H.  Willis 


Honorary  Trustees 
Roland  M.  Achin 
David  Cheever 
Gardner  Cushman 
John  Lowell 
Ralph  B.  WilUams 

Wpimiiiti-ri  by  the  Governor  of  the 
Ciiiiniiiiiiiivalth 


Report  of 

the  President  of  the 

Board  of  Trustees 

and  the 

Director  of  Perkins 

School  for  the  Blind 

School  Year  1985-86 


The  School  Year  1985-86  was  a  very 
exciting  and  productive  year  for  every- 
one associated  with  Perldns  School  for 
the  Blind.  Perlcins  has  been  committed 
to  serving  blind,  visually  impaired,  deaf- 
blind,  and  multi-impaired  students  and 
clients  since  it  was  chartered  in  1829. 

Over  one  hundred  and  fifty  seven  years 
of  service  is  a  trademaric  of  Perkins 
School  for  the  Blind  and  this  past  school 
year  we  remembered  some  of  the  impor- 
tant aspects  of  our  history  highlighted 
by  the  centennial  of  Anne  Sullivan's 
graduation  from  Perkins  as  valedictorian 
ofthe  class  of  1886. 


:«\l>^y 


"Perkins  has  been  committed  to  serving 
blind,  visually  impaired,  deaf-blind,  and 
multi-impaired  students  and  clients  since  it 
was  chartered  in  1829. . .  Over  one  hun- 
dred and  fifty  seven  years  of  service  Is  a 
trademark  of  Perkins  School  for  the  Blind." 


C.  Richard  Carlson 


Kevin  J.  Lessard 


Perkins  has  been  fortunate  over  the  yeare 
to  have  had  a  considerable  number  of 
individuals  who  served  the  school  as 
corporation  members,  trustees,  and 
staff.  Thousands  of  blind  students  and 
clients  have  been  enrolled  at  Perkins, 
and  they  have  always  been  served  well 
by  these  individuals. 

Members  of  the  corporation,  trustees, 
staff  and  volunteers  continue  to  be  part 
of  an  organization  that  has  made  many 
contributions  to  the  field  of  blindness 
and  deaf-blindness,  and  our  responsibil- 
ity for  the  present  and  future  is  to  ensure 
the  development  and  the  continuation  of 
quality  and  accountable  services  for 
every  student  and  client  we  serve,  as 
well  as  for  their  parents  and  advocates. 

The  school  year  1985-86  saw  the  trus- 
tees and  administration  of  the  school 
continue  to  work  together  in  designing 
and  implementing  an  effective  organiza- 
tional structure  that  will  serve  the  school 
well  for  years  to  come. 

We  also  continued  to  analyze  all  budget- 
ary aspects  of  the  school,  and  significant 
progress  has  been  made  in  reducing  our 
operating  deficit  while  continuing  to 
provide  the  same  quality  and  standards 
of  service  for  our  students  and  clients. 
We  have  structured  and  generated  finan- 
cial information  that  assists  the  Board  of 
Trustees  and  all  administrative  staff  in 
monitoring  financial  information  and 


contributing  to  our  efforts  for  both  short 
and  long  term  planning.  We  have  fur- 
ther analyzed  the  personnel  office  func- 
tions of  the  school,  resulting  in  more 
cost-effective  services  and  better  overall 
benefits  for  all  of  our  staff. 

Our  development  and  public  relations 
efforts  have  been  closely  coordinated 
between  the  Trustees  and  administrative 
staff,  and  we  have  developed  a  Feasibil- 
ity Study  that  wall  lead  to  a  major  Capi- 
tal Campaign  in  the  near  future.  This 
campaign  will  be  necessary  to  implement 
the  recently  developed  Masterplan  of 
the  Perkins  Campus. 

During  the  school  year  1985-86,  work 
was  started  on  a  number  of  renovation 
projects  that  were  identffied  in  the 
Masterplan.  A  systematic  plan  has  been 
designed  to  significantly  increase  reno- 
vation work  during  the  next  three  to 
five  years. 

Our  public  relations  efforts  have  been 
well-coordinated  and  we  have  developed 
some  new  and  informative  materials  that 
will  serve  us  well  now  and  in  the  future. 
We  also  continue  to  publish  the  Lantern 
in  the  fall  and  spring  of  each  year  as  well 
as  our  Annual  Report. 


During  the  school  year  1985-86,  the  pop- 
ulation within  all  of  our  on-campus  pro- 
grams remained  stable,  and  the  following 
Ust  outlines  the  specific  number  of  stu- 
dents and  clients  enrolled  in  each  pro- 
gram for  the  school  year 


Program 

Students/Clients 

Preschool  Services 

4 

Lower  School 
Program 

34 

Secondary  Services 

65 

Severe  Impaired 
Program 

13 

Deaf-Blind  Program 

73 

Adult  Services 

24 

TOTAL  ON-CAMPUS 
PROGRAMS 

213 

The  Deaf-Blind  Program  continued  to 
operate  the  New  England  Regional  Cen- 
ter and  total  Life  Skill  Grant  during  the 
school  year  1985-86. 

We  would  personally  like  to  thank  all  of 
the  Program  Supervisors,  the  Coordina- 
tor of  Clinical  Services,  and  the  Coordi- 
nator of  Instructional  Support  Services 
for  their  ongoing  and  consistent  support. 
We  are  very  fortunate  to  have  compe- 
tent administrators  on  our  staff.  Their 
contribution  and  commitment  to  their 
staff,  and  our  students  and  clients  helps 
to  ensure  quality  services. 

Both  Outreach  Services  and  the  Projects 
with  Industry  Program  continue  to 
expand,  and  our  involvement  with  pub- 
lic school  students  and  blind  adults  inter- 
ested in  business  and  industrial  oppor- 
tunities has  increased  significantly 


Also,  our  Community  Living  Services 
Program  opened  their  first  Intermediate 
Care  Facility  which  serves  eight  multi- 
impaired  blind  and  deaf-blind  clients, 
along  with  additional  Community  Resi- 
dence programs  that  opened  during  the 
school  year  1985-86.  Our  Community 
Living  Services  Program  has  maintained 
quality  services  for  an  ever  increasing 
number  of  clients  who  are  served  in  our 
community  based  housing  program. 

The  Infant-Toddler  Program  provided 
services  to  thirty  -five  children  and 
their  parents,  and  we  are  pleased  with 
our  affiliation  with  a  number  of  early 
intervention  programs  throughout 
Massachusetts  and  other  New  England 
States.  In  addition  to  providing  direct 
instructional  services  to  infants  and  tod- 
dlers, we  provide  a  wide  array  of  clinical 
services,  as  we  do  for  all  of  our  on- 
campus  programs. 

The  Teacher  Training  Program  provided 
consultation  and  direct  services  to  two 
American  and  eight  overseas  trainees, 
and  we  began  preliminary  discussions 
to  coordinate  our  Teacher  Ti-aining  Pro- 
gram with  both  Outreach  Services  and 
Howe  Press.  We  have  w-orked  closely  on 
additional  program  development  possi- 
bilities, and  we  look  forward  to  strengthen- 
ing our  affiliation  with  the  Special  Edu- 
cation Program  at  Boston  College  along 
with  other  colleges  and  universities 
throughout  the  United  States. 


The  School  and  Research  Libraries  con- 
tinue to  serve  both  staff  and  students/ 
clients  on  a  regular  basis.  Efforts  by 
Perkins'  Regional  Library  staff  have  re- 
sulted in  higlier  circulation  figures  to  better 
meet  the  needs  of  blind  adults  tlirougltout 
Massachusetts  and  New  England. 

Our  grounds  and  maintenance  staff  have 
consistently  worked  on  up-grading  and 
maintaining  our  campus,  and  we  look 
forward  to  additional  systems  develop- 
ment to  ensure  a  consistent  and  respon- 
sive support  network  for  all  program 
and  cottage  staff. 

Howe  Press,  during  the  school  year 
1985-86,  developed  a  strong  manage- 
ment team,  and  our  dedicated  employ- 
ees have  maintained  high  quality 
standards  for  the  Perkins  Brailler  and 
other  products  that  we  manufacture. 
Efforts  are  being  made  to  expand  our 
marketing  of  these  products,  and  we 
travelled  to  a  number  of  countries  to 
meet  with  officials  and  consumers  to 
better  understand  their  needs.  We 
plan  to  continue  these  efforts  in  the 
coming  vears. 


We  would  like  to  thank  all  of  our  employ- 
ees and  volunteers  for  their  continued 
cooperation  and  their  dedication  to  our 
students  and  clients. 

We  look  forward  to  the  school  year 
1986-87,  knowing  that  our  mission  is 
clearer  and  better  defined  and  we  feel 
optimistic  about  the  future,  cognizant  of 
our  strength  and  commitment  to  quality 
and  accountable  services. 


C.  Richard  Carlson 
President,  Board  oflhistees 

Kevin  J.  Lessard 
Director 


"Programs  and  services  at  Perkins  are  struc- 
tured to  develop  each  student's  and  client's 
maximum  potential  intellectually,  physi- 
cally, mentally,  and  socially." 


The  Perkins  Programs 


Perkins  School  for  the  Blind's  programs 
provide  education  and  training  for  stu- 
dents fi-oni  birth  to  22  years  of  age  and 
rehabilitation  services  to  adult  clients 
on  a  residential  or  day  basis.  From  Pre- 
school to  Adult  Services,  our  on-campus 
programs  are  structured  to  develop  each 
student's  and  client's  maximum  abilities 
and  to  foster  that  student  or  client's 
maximum  independence. 


Preschool  Services 


Preschool  Services  at  Perkins  Scliool  for 
the  Blind  encompass  both  the  Infant 
Toddler  and  the  Preschool  Programs. 
Both  components  are  dedicated  to  devel- 
oping individualized  programming  in 
both  school  and  home  environments  to 
fulfill  the  needs  of  each  child. 


Infant  Toddler  Program: 
ages  Birth  -  3 

This  program  is  essentially  home-based, 
providing  early  intervention  services  to 
visually  and  multi-impaired  infants  on  a 
weekly  or  biweekly  basis  directly  in  the 
home.  These  home-based  efforts  allow 
the  teacher  to  work  closely  with  both 
the  child  and  the  family  in  the  most 
familiar  of  settings,  to  help  identify  the 
individual  needs  of  the  child.  Together 
they  design  activities  to  help  develop 
gross  and  fine  motor  skills,  promote  body 
awareness,  and  provide  sensory  stimula- 
tion, all  of  which  may  not  otherwise 
be  developed. 


One  day  a  week,  is  school  day  a  day 
when  all  infants,  toddlere,  parents,  teach- 
ers, social  workers  and  various  clinical 
specialists  meet  on  the  Perkins  campus. 
The  children  participate  in  a  variety  of 
learning  and  diagnostic  activities,  while 
parents  meet  with  their  social  worker 
and  other  parents.  This  support  group 
helps  parents  share  both  the  emotional 
and  educational  implications  of  living 
with  a  visually  impaired  child. 

The  Infant  Toddler  Program  also  provides 
a  variety  of  outreach  services,  including 
functional  vision  assessments  and  devel- 
opmental evaluations  of  infants  and  tod- 
dlers, as  well  as  program  consultation 
and  inservice  training  for  professionals 
and  agencies  involved  with  early  inter- 
vention programs. 


Preschool  Program:  ages  3-6 

The  Preschool  Program  provides  services 
to  multi-impaired  children  with  varying 
degrees  of  visual  fimctioning  and  other 
impairments  including  hearing  loss,  men- 
tal retardation  and  motor  impairments. 
This  program  combines  both  home  and 
center-based  services,  bringing  each  child 
to  the  Preschool  House  on  the  Perkins 
campus  for  a  half-day  of  school  each 
day  During  this  time,  teachers,  pro- 
gram aides,  and  clinical  staff  work 
together  to  develop  a  program  for  each 
student,  a  program  that  will  meet  that 
student's  individual  needs.  Twice  a 
month  the  teacher  visits  the  child's  home 
to  work  with  the  parents,  and  family  to 
ensure  consistency  in  both  home  and 
school  activities. 

Each  preschool  child  is  re-evaluated 
annually  to  determine  their  progress  in 
the  program  as  well  as  the  appropriate- 
ness of  their  placement.  This  on-going 
evaluation  process  assists  in  the  logical 
and  knowledgeable  selection  of  a  place- 
ment for  the  child  upon  completion  of 
the  Preschool  Program. 


Primary  and 
Intermediate  Program: 
ages  6-13 


The  Primary  and  Intermediate  Program, 
also  known  as  "Lower  School",  provides 
both  day  and  residential  services  to  blind, 
visually  impaired  and  multi-impaired 
children.  An  individualized  program  is 
developed  for  each  student  to  maximize 
his  or  her  abilities.  The  program  offers 
instruction  in  subjects  such  as  math, 
reading,  science,  oral  skills  and  braille, 
as  well  as  in  special  subjects  like  arts  & 
crafts,  mobility,  physical  education,  music 
and  daily  living  skills.  Training  in  all  of 
these  areas  forms  the  basis  for  the  devel- 
opment of  language  and  life  skills,  an 
integral  part  of  each  student's  instruc- 
tion. All  areas  of  instruction  are  rein- 
forced in  the  two  Lower  School  cottages 
where  residential  students  live.  The  spe- 
cially trained  staff  ensure  a  home-like 
environment,  while  continually  rein- 
forcing each  student's  educational  and 
behavioral  program. 


Many  students  also  require  assistance 
and  training  in  one  of  many  available 
therapy  areas.  The  direct  involvement 
and  availability  of  on-campus  clinical 
specialists  such  as  psychologists,  occupa- 
tional therapists,  speech  and  language 
pathologists,  social  workers,  behavior 
management  specialists,  and  other  clini- 
cal staff  enhances  each  child's  indi\adu- 
alized  program. 


Secondary  Services: 
ages  13-22 


Secondary  Services  offers  individualized, 
residential  and  day  programming  for 
adolescents  and  young  adults  in  two 
specific  program  areas;  Junior/Senior 
High  School  Program  and  Special  Pro- 
grams. Each  program  is  tailored  to  the 
individual  student,  providing  services  to 
meet  each  student's  special  needs. 

The  Junior/Senior  High  School  Program 
is  a  fully  accredited  four  year  program 
leading  to  a  high  school  diploma.  Stu- 
dents receive  instruction  in  academic 
courses,  as  well  as  specialized  instruc- 
tion in  vocational  and  prevocational 
skills,  independent  living  skills  and  motor, 
social  and  recreational  skills.  Students 
are  encouraged  to  pursue  areas  of  per- 
sonal interest  and  to  plan  for  their  future, 


whether  it  be  ftu'ther  education  or  a 
placement  in  business  or  industry 

Special  Programs  offers  the  same  instruc- 
tional areas  as  the  High  School  Program, 
but  in  an  ungraded,  open-ended  format, 
with  greater  emphasis  placed  on  the 
practical  applications  of  academics,  pre- 
vocational, social  and  independent  liv- 
ing skills.  Students  receive  a  Certificate 
of  Accomplishment  upon  the  successful 
completion  of  their  individual  program. 

Residential  students  live  in  one  of  five 
cottages  on  the  campus  where  house- 
parents  promote  appropriate  social  behav- 
ior, reasonable  independence,  and  con- 
stant reinforcement  of  daily  living  skills 
training.  The  ultimate  goal  of  Secondary 
Services  is  to  allow,  and  foster,  maximum 
independence  for  each  student. 


"Education  and  training  programs  at  Pericins 
are  implemented  to  insure  tliat  each  indi- 
vidual is  provided  the  necessary  skills  to 
live,  work,  and  function  as  independently 
as  possible  in  the  community." 


t»li>M-*[ 


"Programs  are  structured  os  interdisciplinary 
teams,  and  individual  education  and  reha- 
bilitation plans  are  designed  for  each  stu- 
dent and  client  based  upon  comprehensive 
diagnostic  evaluations." 


Deaf-Blind  Program: 
ages  5-22 


Instruction  in  tlie  Deaf-Blind  Program 
focuses  on  tlie  total  development  of  each 
student.  Social  growth  is  of  primary 
importance;  independence,  as  well  as 
social  interaction,  is  promoted. 

The  program  curriculum  centers  upon 
three  specific  training  areas:  academics, 
vocational  skills,  and  daily  living  skills. 
These  instructional  areas  emphasize 
individualized  instruction  and  age  appro- 
priate curriculum. 

Younger  students  (ages  5-12)  work  in  self- 
contained  classrooms,  with  a  preschool  or 
elementary  focus  in  academic  areas  such 
as  language  and  communication,  reading, 
math  and  cognitive  development. 


Older  students,  (ages  13-22)  enroll  in 
either  the  practical  experiential  or  the 
academic  curriculum.  The  practical  expe- 
riential curriculum  provides  non-graded 
instruction  in  practical  applied  academ- 
ics, leading  to  a  Certificate  of  Accom- 
plishment. The  academic  curriculum 
focuses  on  fimctional  living  and  practi- 
cal communication  skills,  as  well  as 
graded  academic  instruction.  This  pro- 
gram can  lead  to  the  awarding  of  a  high 
school  diploma. 

All  students  receive  individualized  train- 
ing in  daily  li\ang  skills,  independent 
self-management  and  social  skills,  as  well 
as  pre-vocational  and  vocational  skills. 
Pre-vocational  training  often  leads  to 
placement  in  our  work  activities  pro- 
gram, a  licensed  Work  Activities  Center 
where  students  get  paid  for  their  work. 
Further  vocational  training  can  lead  to 
actual  off-campus  vocational  placements. 

Residential  staff  and  teachers  work 
together  to  develop  an  independent  liv- 
ing progi'am  to  prepare  each  student  for 
placement  in  group  homes,  community 
residences,  or  their  own  apartment. 
Again,  the  focus  is  on  independence  and 
social  development. 

All  students  receive  support,  as  needed, 
from  our  extensive  on  campus  clinical 
staff,  thus  providing  a  comprehensive 
program. 


Adult  Services:  ages  18 
years  and  older 


Adult  Services  at  Perkins  School  is  com- 
prised of  the  Head  Injury  Unit  and  the 
Multi-Impaired  Unit.  Each  unit  offers 
both  residential  and  day  programming 
in  the  areas  of  prevocational  and  voca- 
tional training,  daily  living  skills,  social 
skills  development  and  clinical  services. 
The  length  of  the  program  varies  widely 
based  specifically  on  each  client's  needs 
and  progress. 

The  Head  Injury  Unit  serves  individuals 
who  have  sustained  a  traumatic  head 
injury  and  have  resulting  disabilities  such 
as  visual,  orthopedic,  or  memory  and 
cognitive  impairments,  as  well  as  com- 
munication and  social  or  behavioral  dis- 
orders. A  comprehensive  rehabilitation 
program  is  offered  to  these  medically 
stable  clients  in  areas  such  as  vocational 
skill  development,  daily  living  skills,  ori- 
entation and  mobility  functional  academ- 
ics and  social  skills. 


Similar  training  is  offered  to  clients  in 
the  Multi-Impaired  Unit.  This  unit  pro- 
vides services  to  individuals  who  have 
visual,  hearing,  orthopedic  and/or  cogni- 
tive impairments,  as  well  as  communica- 
tion or  behavioral  disorders.  It  offers  a 
variety  of  vocational  and  living  alterna- 
tives, both  on  and  off  campus. 

Both  rehabilitation  programs  are  sup- 
ported by  an  extensive  clinical  staff 
offering  physical,  occupational,  and  speech 
and  language  therapy  as  well  as  behav- 
ior management  and  group  and  individ- 
ual counselling. 

Residential  clients  live  in  modern,  on- 
campus  apartment  suites,  with  kitchen 
and  bathroom  facilities,  completely  acces- 
sible to  the  orthopedically  impaired. 


Severe  Impaired  Program: 
ages  10-22 

Developed  in  1983,  this  relatively  new 
program  serves  the  needs  of  severely 
impaired  lilind,  deaf-blind  and  multi- 
impaired  students  in  both  residential 
and  day  programing.  Our  students  include 
those  who  have  severe  cognitive,  motor 
sensory,  and/or  behavioral  training  needs. 

The  Severe  Impaired  Program  is  a  12 
month  residential  progi-am,  that  provides 
intensive  supervision,  training  and  in- 
struction for  our  students.  In  addition,  a 
variety  of  on-campus  clinical  specialists 
are  available  to  serve  students'  clinical 
needs.  This  clinical  staff  includes  behav- 


ior management  specialists,  social  work- 
ers, psychologists,  occupational  therapists, 
physical  therapists,  speech  and  language 
pathologists,  educational  assessment  spe- 
cialists, audiologists,  and  an  evaluation 
supervisor  Staff  work  together  to  foster  a 
learning  environment  allowing  increas- 
ing independence  for  each  student. 

The  acquisition  of  skills  allows  each  stu- 
dent, academically  to  progress  from  one 
classroom  level  to  another;  from  the  first 
level  sensory  classroom  to  the  basic 
operations  classroom,  to  the  prevocational 
classroom.  An  integral  part  of  this  skill 
acquisition  and  progression  is  the  consis- 
tency of  training  and  acknowledgment 
of  progress.  All  staff  work  closely  together 
usmg  a  highly  structured  data  collection 
strategy  and  record  keeping  system  to 
keep  track  of  individual  progress.  Prog- 
ress made  in  the  classroom  is  reinforced 
in  the  cottage,  and  cottage  progress  is 
reinforced  in  the  classroom.  This  close 
interaction  of  all  residential,  teaching 
and  clinical  staff  ensures  the  most 
beneficial  and  functional  program  for 
each  student. 


"Perkins  sees  its  role  as  an  organization 
which  must  respond  to  the  specific  needs 
of  a  diverse  population  by  maintaining 
community  contact,  by  keeping  abreast  of 
research,  and  by  maintaining  an  attitude, 
sensitivity,  and  awiareness  of  professional 
accountability  to  the  individuals,  families, 
and  funding  agencies  vi/hich  it  serves." 


Additional  Services 


Clinical  Services 

Perkins'  Clinical  Services  staff  includes 
a  full-time  Director  of  Clinical  Services, 
a  diagnostic  evaluation  super\asor,  psy- 
chologists, social  workers,  occupational 
therapists,  physical  therapists,  behavior 
management  specialists,  educational 
assessment  specialists,  speech  and  lan- 
guage pathologists,  audiologists,  and 
a  neuropsychologist. 

A  full-time  psychologist  and  social  worker 
are  assigned  to  each  of  the  educational 
and  rehabilitative  programs;  other  clini- 
cal specialists  are  assigned  on  either  a 
full-  or  part-time  basis,  depending  on  the 
needs  of  the  students  and  clients  in 
each  program. 

In  addition  to  working  with  Perkins' 
students,  clients,  and  their  families. 
Clinical  Services  offers  a  diagnostic 
evaluation  service  to  schools  and  orga- 
nizations throughout  the  United  States. 
Our  diagnostic  evaluation  service  is 
designed  to  evaluate  a  diverse  special 
needs  population,  including  blind,  visu- 
ally impaired,  deaf-blind,  and  multi- 
impaired  individuals. 


Evaluations  take  place  on  the  Perkins 
Campus  and  generally  take  two  or  three 
days.  In  most  cases,  parents  and/or  fimd- 
ing  agents  accompany  the  student  or 
client  during  the  evaluation  process. 


Community  Living  Services 

Staff  from  Perkins  School  for  the  Blind 
supervise  and  direct  several  off-campus 
community  residences  and  semi-inde- 
pendent apartments  for  individuals  who 
are  blind,  visually  impaired,  or  deaf-bUnd. 
These  residences  and  apartments  pro- 
vide a  range  of  programs  and  services  to 
prepare  individuals  for  independent  liv- 
ing or  to  help  them  maintain  residence 
in  the  community  The  residences  are 
equipped  and  staffed  appropriately  for 
clients'  needs,  ranging  from  full-time 
supervision  to  part-time  \asitation  support 


Howe  Press 

Howe  Press  provides  services,  products 
and  appliances  to  over  7000  blind  indi- 
viduals eacli  year  Services  include  the 
sale  and  repair  of  the  Perkins  Brailler 
and  other  products,  as  well  as  customer 
assistance  on  a  domestic  and  interna- 
tional level.  Howe  Press  has  been  in 
operation  since  1831,  and  from  1951 
to  the  present,  Howe  Press  has  sold 
over  180,000  Perkins  Braillers  to 
110  countries. 


New  England  Center  for 
Deaf-Blind  Services 

This  federally  funded  program  provides 
consultation  and  direct  ser\'ices  to  deaf- 
blind  students  and  their  families  through- 
out New  England.  Services  offered 
include:  technical  assistance  to  agencies 
serving  deaf-blind  children  and  youth, 
diagnostic  and  evaluation  programs,  case- 
finding,  in-service  training,  progi-am  con- 
sultation, family  support  services, 
advocacy  and  information  dissemination. 


Outreach  Services 

Perkins'  Outreach  Services  are  designed 
to  offer  services  to  mainstreamed  blind 
and  visually  impaired  students,  as  well  as 
inservice  training  and  support  for  pub- 
lic school  teachers  and  administrators. 

Student  services  take  the  form  of  Teen 
Weekends,  which  are  held  on  the  Perkins 
Campus.  The  weekends  are  designed  for 
blind  and  visually  impaired  students, 
ages  12  to  20,  who  attend  public  school 
full-time.  Weekend  programs  combine 
seminars  exploring  various  career  and 
social  issues  with  structured  social  and 
recreational  activities. 

Professional  workshops  and  inservice 
training  programs  are  offered  for  teach- 
ers of  the  visually  handicapped  through- 
out New  England. 


Perkins  Project  with  Industry 

This  federally  funded  project,  operated 
by  Perkins  School,  is  dedicated  to  expand- 
ing emplojTiient  opportunities  for  blind 
and  visually  impaired  adults.  Originally 
chartered  in  1983  in  cooperation  with 
AT&T  Communications,  New  England 
Telephone  and  Wang  Laboratories,  the 
project  has  expanded  to  include  a  wide 
variety  of  companies. 

Perkins  Project  with  Industry  staff  pro- 
vide direct  services  such  as  job  analysis, 
adaptive  engineering,  training  support 
and  awareness  training  for  companies 
interested  in  hiring  a  blind  or  visually 
impaired  employee.  Staff  evaluate  job 
opportunities  and  match  these  oppor- 
tunities with  qualified  candidates.  On- 
the-job  training  and  instruction  is 
provided,  as  well  as  follow-up  services 
and  evaluation. 

Working  closely  with  both  public  and 
private  agencies  in  New  England,  the 
Project  has  expanded  career  opportuni- 
ties for  over  one  hundred  blind  and 
visually  impaired  adults. 


"Perkins  School  for  the  Blind  provides  a 
setting  for  the  continuous  exploration  of 
innovative  programs  and  research  pertain- 
ing to  blindness  and  visual  impairments, 
as  well  as  multiple  handicopping  conditions." 


Regional  Library  for  the  Blind 
and  Handicapped 

The  Regional  Library  for  tlie  Blind  and 
Handicapped  has  been  part  of  Perlcins 
School  since  1931.  It  is  administered  by 
Perkins  and  funded,  in  part,  by  the 
Massachusetts  Commission  for  the  Blind. 

Perkins'  Regional  Library  provides  free 
library  services,  in  audio  and  braille 
formats,  to  Massachusetts  residents  of 
any  age  who  are  unable  to  read  conven- 
tional print  books.  Braille  services  are 
provided  for  eligible  readers  in  Maine, 
Vermont  and  New  Hampshire  as  well. 
The  Library  serves  approximately  12,000 
patrons  yearly,  providing  books  on  disc, 
cassette,  and  in  braille;  as  well  as  assist- 
ing patrons  in  receiving  almost  100 
different  magazines  in  recorded  or 
braille  formats. 


Teacher  Training  Program 


The  Teacher  Training  Program  at  Perkins 
School  for  the  Blind  has  been  in  opera- 
tion since  1920.  Over  1500  professionals 
from  all  over  the  world  have  participated 
in  the  program  since  its  inception.  Pres- 
ently affiliated  with  the  Special  Educa- 
tion Department  at  Boston  College,  the 
Teacher  Training  Program  offers  gradu- 
ate level  coursework  and  practical  teach- 
ing experience  with  blind,  deaf-blind, 
visually  impaired  and  multi-impaired  stu- 
dents. Teacher  trainees  live  in  Perkins' 
cottages  with  students,  clients  and  staff, 
allowing  for  day-to-day  interaction  in  a 
residential  environment. 


-— ^ 

Student  Registration 
and  Distribution 


The  students  and  clients  served  by 
Perkins  are  primarily  from  the  New 
England  States,  however  other  parts  of 
the  country  are  represented,  as  well  as 
foreign  countries. 


Student  Registration  as  of  November  1, 1986 


state 


Program 


Severe 

Lower 

Secondary 

Impaired 

Deaf- 

Adult 

Preschool 

School 

23 

Services 

45 

Program 

10 

Blind 

47 

Services 

Total 

Massachusetts 

4 

19 

148 

Rhode  Island 

0 

3 

1 

0 

1 

0 

5 

Connecticut 

0 

1 

5 

0 

4 

0 

10 

Maine 

0 

5 

3 

1 

3 

2 

14 

New  Hampshire 

0 

0 

1 

0 

4 

0 

5 

Vermont 

0 

0 

1 

0 

4 

0 

5 

New  England  Total 

4 

32 

56 

11 

63 

21 

187 

New  Jersey 

0 

0 

4 

1 

0 

0 

5 

New  York 

0 

2 

1 

1 

4 

0 

8 

Virginia 

0 

0 

1 

0 

1 

1 

3 

Indiana 

0 

0 

0 

0 

1 

0 

1 

Pennsylvania 

0 

0 

0 

0 

1 

0 

1 

Nebraska 

0 

0 

1 

0 

0 

0 

1 

Ohio 

0 

0 

1 

0 

0 

1 

2 

Wisconsin 

0 

0 

0 

0 

1 

0 

1 

South  Carolina 

b 

0 

1 

0 

0 

0 

1 

Virgin  Islands 

0 

0 

0 

0 

1 

0 

1 

Michigan 

0 

0 

0 

0 

0 

1 

1 

India 

0 

0 

0 

0 

1 

0 

1 

Totals 


34 


65 


13 


24 


213 


"In  providing  comprehensive  services  to  a 
vifide  continuum  of  students  and  clients, 
Perltins  is  responsive  to  tlie  needs  of  a 
diverse  population. . .  blind,  visually 
impaired,  deaf-blind  and  multi-impaired 
individuals  of  all  ages  are  served." 


Student/Client  Population  1985-86 


Number  of 
Students/Clients 


32 
30 
28 
26 
24 
22 
20 
18 
16 
14 
12 
10 
8 


Distribution  by  Age 


II 
II 

■ 

1 

m 

11 

"  1 

III                "■■■ 

111 

:--  ;-:  :•% 

8        9       10      11      12      13      14      15      15      17      18      19      20      21      22      23      24      25      26      27      28      29      30      31      36      49 

Age  of  Student/Client 


RESOURCES 

For  the  Year  Ending  August  31, 1986 


'Denotes  Restricted  Resources) 


Investment  Income  &  Outside  Trusts  (16.6%) 

Library  Services  (2.57o) 

Other  Revenues  (7.07») 


Deficit  (17.3%) 
Tuition  (47.9%) 


Annual  Fund  and  Other  Gifts  &  Resources  (3.3%)- 
•Grants  (3.7%) 


^ 


'Investment  Income  &  Trusts  (1.8%) 


^tj 


<. 


EXPENSES 

For  the  Year  Ending  August  31, 1986 


Depreciation  (10.7%) 
Facilities  (10.1%) 


Special  Departments  (S.07o) 
Employee  Benefits  (9.6%)— 

Household  (3.8%| 

Transfers  (4.7%) 


Administration  (6.6%) 
Education  (49.6%,) 


>) 


/ 


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w 


fey„^ 

-  -  ^1 

•  fl|^ 

". . .  our  responsibility  for  the  present  and 
future  is  to  ensure  the  development  and 
the  continuation  of  quality  and  account- 
able services  for  every  student  and  client 
we  serve,  as  well  as  for  their  parents  and 
advocates." 


The  Perkins  Endowment 


The  Perkins  Program  as  it  has  developed 
and  been  maintained  for  more  than  one 
hundred  and  fifty  years  has  relied  upon 
a  growing  endowment  at  every  step 
along  the  way 

Endowments  which  are  adequate  to  put 
a  program  into  effect  are  rarely  suffi- 
cient to  keep  it  going.  As  with  every 
private  school  and  college  that  is  keep- 
ing abreast  -  or  ahead  -  of  the  times, 
Perkins  needs  to  see  its  endovmient 
grow.  Through  bequests  and  donations, 
and  through  a  few  government  grants, 
we  have  been  able  to  expand  existing 
services  and  add  new  ones  as  needed. 
We  are  confident  that  our  friends  will 
continue  to  support  us  in  ever  increas- 
ing amounts. 


Form  of  Bequest 

I  hereby  give,  devise  and  bequeath  to  the 
Perkins  School  for  the  Blind,  a  corpora- 
tion duly  organized  and  existing  under 
the  laws  of  the  Commonwealth  of  Massa- 
chusetts, the  sum  of 

dollars  (S ),  the  same  to  be 


applied  to  the  general  uses  and  purposes 
of  said  corporation  under  the  direction 
of  its  Board  of  Ti-ustees;  and  1  do  hereby 
direct  that  the  receipt  of  the  Treasurer 
for  the  time  being  of  said  corporation 
shall  be  a  sufficient  discharge  to  my 
executors  for  the  same. 


Form  of  Devise  of  Real  Estate 

1  give,  devise  and  bequeath  to  the  Perkins 
School  for  the  Blind,  a  corporation  duly 
organized  and  existing  under  the  laws  of 
the  Commonwealth  of  Massachusetts, 
that  certain  tract  of  real  estate  bounded 
and  described  as  follows: 

(Here  describe  the  real  estate  accurately) 

with  full  power  to  sell,  mortgage  and 
convey  the  same  free  of  all  trust. 


Notice: 

The  address  of  the  Treasurer  of  the 
corporation  is  as  follows: 

John  W.  Bryant 
Fiduciary  Trust  Co. 
175  Federal  Street 
PO.  Box  1647 
Boston,  MA  02105-1647 


Photography:  Bradford  Herzog 


Design:  Collins  Collis,  Inc. 


1 


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Perkins  School  for  the  Blind 


1987  Annual  Report 


In  Perkins  first  report  of  operations  in  1832,  Dr.  Howe  expressed  his 
plans  and  hopes  for  the  future  of  the  education  of  the  blind. 

The  proposed  end  of  today's  institutions  is  to  give  the  blind  a  means 
of  supporting  themselves,  which  is  effected  with  different  degrees 
of  success.  In  qualifying  the  Hind  to  act  a  useful  part  in  society,  we  ought 
to  adapt  an  individual's  education  to  the  sphere  which  the  pupils  will  fill  We  should 
depend  entirely  neither  upon  physical  nor  intellectual 
education,  nor  should  we  lay  down  any  general  rule 
toward  all  students.  Let  the  bent  of  a  blind  boy's  mind 
and  the  direction  of  his  talent  guide.  There  can  be 
no  more  delightful  spectacle  than  is  presented  by  a 
hundred  young  blind  persons,  changed  from  listless,  isss.  The  Perium  Mansion,  Boston. 

inactive  beings,  —  into  intelligent,  active,  and  happy  ones:  they  run  about,  and  pursue 
their  different  kinds  of  work  with  eager  industry  and  surprising  success. 
They  play  together  with  all  the  zest  and  enjoyment  of  seeing  children . .  . 
they  chase,  catch,  overthrow  and  knock  each  other  about  with  loud 
and  hearty  shouts.  The  blind  can  present  us  the  spectacle  of  an  indus- 
trious and  happy  youth,  buoyed  by  the  hope  of  rendering  himself 
independent  of  charity.  Let  me  say  that  the  blind  can  accomplish 
many  things  which  to  an  inattentive  observer  would  seem  impossible. 


Dr  Samuel  Gridley  Howe 


1 


156*^ Annual  Report  of  the 
Perkins  School  for  the  Blind, 
W^tertown,  Massachusetts 


June  5,  188J. 
Commencement  exercises 
for  die  graduating  class 
of  1883  at  Boston's 
Tremont  Temple.  Laura 
Bridgman  is  seated  in 
the  center  of  the  first 
row  of  the  left-hand 
section. 


Incorporated  March  2, 1829.  An 
accredited  member  since  1947  of 
the  New  England  Association  of 
Colleges  and  Secondary  Schools. 
An  accredited  member  since  1970 
of  the  National  Accreditation 
Council  for  Agencies  Serving 
the  Blind. 

Officers  of  the  Corporation 

President 

C.  Richard  Carlson 

Vice-Presidents 
Mrs.  Mason  Fernald 
Dudley  H.  Willis 

Secretary 
William  A.  Lowell 

Treasurer 
John  W.  Bryant 

Assistant  Treasurer 
H.  Oilman  Nichols 


Board  of  Trustees 
Mary  Alice  Brennan-Crosby* 
C.  Richard  Carlson* 
Frederic  M.  Clifford* 
William  J.  Edwards 
Mrs.  Mason  Fernald 
Albert  Gayzagian* 
Paul  S.  Goodof 
Loretta  Warner  Holway 
Dr  Frederick  H.  Lovejoy 
H.  Gilman  Nichols 
Nicholas  U.  Sommerfeld 
Dudley  H.  Willis 

Honorary  Trustees 
Roland  M.  Achin 
David  Cheever 
Gardner  Cushman 
John  Lowell 
Ralph  B.  Williams 

Appointed  by  the  Governor 
of  the  Commonwealth 


1921.  Students  play  on 
a  vintage  jungle  gym  in 
the  Lower  School  play- 
ground. 


Report  of  the  President  of  the  Board  of  Trustees 
and  the  Director  of  Perkins  School  for  the  Blind, 
for  the  School  Year  1986-87 


1891.  Helen  KeUer  and 
Michael  Anagnos.  In 
1888,  Michael  Anagnos 
invited  Helen  Keller  and 
her  teacher,  Anne  Sullivan, 
to  reside  and  study  at 
the  school.  They  stayed  at 
Perkins  until  1892.  Anne 
Sullivan  was  originally 
admitted  to  Perkins 
School  by  Anagnos  in  1880, 
and  it  nas  he  that  sug- 
gested that  Anne  become 
Helen's  teacher. 


Since  the  chartering  of  Per- 
kins School  for  the  Blind  in  1829, 
and  particularly  during  the  past 
school  year,  we  have  witnessed  the 
constant  dedication  and  commit- 
ment of  our  staff,  trustees,  and 
volunteers  in  providing  meaning- 
ful and  reality  oriented  program- 
ming for  over  200  students  and 
clients  on-campus,  as  well  as  hun- 
dreds of  individuals  off-campus. 
The  1986-87  school  year  was  a 
significant  year;  a  year  in  which 
we  recognized  a  number  of  impor- 
tant events  in  the  history  of  our 
School. 

The  United  States  Postal  Ser- 
vice and  Perkins  School  for  the 
Blind  honored  the  life  and  contri- 
butions of  Julia  Ward  Howe,  wife 
of  the  first  Director  of  Perkins, 
Dr.  Samuel  Gridley  Howe.  On 
February  12,  1987  the  Postal  Ser- 
vice issued  a  14  cent  stamp  in  her 
honor  at  the  First  Day  of  Issue 
Ceremony  held  in  Dwight  Hall. 
Mrs.  Howe  was  the  author  of  "The 
Battle  Hymn  of  the  Republic"  and 
a  well-known  advocate  of  human 
rights  in  the  mid  1800s. 


Perkins  also  celebrated  the 
many  accomplishments  of  the 
School  s  second  Director,  Michael 
Anagnos.  On  May  1,  1987  we 
held  a  centennial  celebration  in 
the  Lower  School  courtyard  to  rec- 
ognize the  100th  anniversary  of 
the  founding  of  the  first  Kinder- 
garten for  the  Blind  in  the  world. 
The  Kindergarten  was  founded  by 
Michael  Anagnos  during  his  direc- 
torship at  Perkins. 

June,  1987  marked  the  100th 
Anniversary  of  the  beginning  of 
Anne  Sullivan's  work  with  Helen 
Keller.  Perkins  School  participated 
in  centennial  ceremonies  held  at 
Helen  Kellers  home  at  Ivy  Green 
in  Tuscumbia,  Alabama.  A  plaque, 
commemorating  the  anniversary, 
was  presented  to  the  Board  of 
Trustees  of  Ivy  Green,  and  is  now 
part  of  the  Helen  Keller  Museum. 

These  three  historic  events 
are  of  great  importance  to  all  of  us 
at  Perkins  School.  Being  associ- 
ated with  a  school  that  has  success- 
fully expanded  and  adapted  to  meet 
the  needs  of  its  students  and  clients 
for  over  150  years  gives  us  all  a 
sense  of  historical  perspective  and 
pride. 

During  the  past  two  centu- 
ries, Perkins  has  made  many  con- 
tributions to  the  fields  of  blindness 
and  deaf -blindness;  contributions 
made  possible  by  the  dedication 
and  support  of  our  corporation 
members,  trustees,  volunteers,  and 
particularly  our  staff. 


Our  primary  mission  for  the 
1986-87  school  year  was  to  insure 
the  continuation  of  quality  and 
accountable  services  for  every  stu- 
dent and  client  at  the  school, 
as  well  as  for  their  parents  and 
advocates. 

The  past  year  has  also 
brought  us  closer  to  the  imple- 
mentation of  our  Masterplan  for 
the  Perkins  Campus.  We  have  com- 
pleted a  considerable  amount  of 
exterior  work  on  our  older  build- 
ings, as  well  as  a  significant  amount 
of  interior  renovation.  We  have 
placed  new  living  room  and  bed- 
room furniture  in  all  of  our  cot- 
tages, as  well  as  new  drapes,  curtains 
and  rugs;  painting  projects  are  also 
being  completed. 


While  we  are  pleased  with 
our  progress  in  this  area,  we  recog- 
nize that  much  more  internal  ren- 
ovation needs  to  be  completed 
during  the  next  three  years.  The 
original  buildings  in  the  Lower 
School  complex,  built  in  1910,  are 
in  need  of  extensive  renovation.  In 
addition  to  the  necessary  electri- 
cal, plumbing,  and  external  repairs 
and  renovation,  specific  needs 
include  the  following: 

♦  Four  kitchens  must  be  renovated 
and  adapted  to  enable  multi- 
handicapped  children  to  advance 
their  daily  skills  training. 

♦  Six  bathrooms  must  be  designed 
and  renovated  to  fully  accommo- 
date our  students. 

♦  An  elevator  must  be  installed  to 
provide  complete  accessibility  to 
orthopedically  impaired  children. 

♦  Playground  equipment  is  needed 
to  help  develop  and  enhance  the 


C.  Richard  Carlson, 
President 


Kevin  J.  Lessard, 
Director 


1987.  The  14  cent  Julia  Ward 
Howe  Stamp  was  issued  Febru- 
ary 12,  1987  to  honor  her  many 
accomplishments  as  poet,  abo- 
litionist, and  ardent  social 
reformer.  Perkins  School  was 
chosen  as  the  site  for  the  first  day 
of  issuance  of  the  stamp  in 
acknowledgment  of  Mrs.  Howe's 
lifelong  association  with  Perkins 
as  the  wife  of  Dr.  Samuel  Gridley 
Howe,  Perkins  first  director. 


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1836.  "The  [blind]  child  has  but  four 
senses.  You  must  endeavor,  by  cultivating 
them,  and  bringing  them  to  a  high  state  of 
perfection,  to  compensate  him  for  the  want 
of  another.  Do  not  be  over  cautious  about  his 
running  around,  and  up  and  donn  stairs. 
Keep  him  out  of  real  danger,  but  do  not  take 
stools,  and  chairs  and  small  things  out  of 
his  nay.  Let  him  tumble  over  them,  now  and 
then;  it  will  be  better  than  to  trust  your 
own  vigUance.  .  . 

It  should  be  the  aim  of  him  who  edu- 
cates the  blind,  to  overcome,  as  br  as 
possible,  the  obstacles  which  want  of  sight 
presents  to  the  full  development  of  the 
physical  powers  ...  to  elevate  and  give  tone 
to  the  moral  character  by  inspiring  proper 
self-confidence  and  holding  out  the  prospect 
of  useful  and  honorable  employment;  to 
store  the  mind  with  useful  knowledge;  to 
accustom  the  body  to  useful  toil. .  ." 

Education  of  the  Blind 
Dr.  Samuel  Gridley  Howe 


visual,  tactile,  and  auditory  senses 
of  children  6-13  years  of  age. 

These  are  only  a  few  of  the 
changes  we  must  accomplish  to 
fully  adapt  our  facilities  to  meet 
the  needs  of  today's  students. 
Even  with  its  present  endowment, 
Perkins  cannot  continue  its  cur- 
rent high  level  of  programming 
and  do  the  necessary  repairs  and 
renovations.  The  Trustees  must 
therefore  look  to  outside  help  by 
announcing  the  first  major  Capital 
Campaign  in  the  history  of  Perkins 
School. 

Our  two  million  dollar  Cam- 
paign began  in  December  of  1986 
following  a  facilities  study,  a  mas- 
terplan  study  of  our  campus,  and  a 
capital  campaign  feasibility  study. 
With  100%  Trustee  participation 
and  major  leadership  commit- 
ments from  the  Amelia  Peabody 
Foundation,  The  Richard  Salton- 
stall  Charitable  Foundation  and 
the  Carter  Trust,  over  one  million 
dollars  has  been  raised  to  date. 
Many  people  will  participate  in  the 
campaign,  including  corporation 
members,  trustees,  staff,  friends 
and  associates,  as  well  as  a  number 


of  foundations  and  corporations. 

The  Development  Commit- 
tee of  the  Board  of  Trustees,  chaired 
by  Trustee  Dudley  Willis,  is  direct- 
ing the  Campaign.  Other  trustees 
serving  on  the  committee  include: 
John  W  Bryant,  C.  Richard  Carl- 
son, Frederic  M.  Clifford,  Mary 
Alice  Brennan-Crosby,  Paul  S. 
Goodof  and  Frederick  H.  Lovejoy. 

Because  of  the  difference  in 
purpose  between  the  campaign  for 
capital  needs  and  our  requests  for 
annual  support,  we  are  asking  you 
to  contribute  to  Perkins  for  both 
purposes.  Each  fund  is  vital  to  the 
welfare  of  our  students  and  clients; 
each  is  needed  to  maintain  the 
quality  of  the  services  we  provide. 
Individuals  interested  in  making  a 
gift  to  the  Capital  Campaign  or  the 
Annual  Fund  are  asked  to  contact 
the  Development  Office  at  Perkins 
School  for  more  information. 

During  the  school  year  1986- 
87  we  continued  to  analyze  the 
school  budget.  We  have  made  fur- 
ther progress  in  reducing  our  oper- 
ating deficit  while  continuing  to 


provide  quality  care  for  our  stu- 
dents and  clients.  The  financial  in- 
formation generated  by  the  Director 
of  Finance  and  our  business  office 
staff  has  allowed  the  Board  of 
Trustees  and  the  school  admin- 
istration to  make  informed  and 
intelligent  decisions  about  the  allo- 
cation of  our  resources.  We  have 
increased  salaries  and  fringe  bene- 
fits for  our  employees,  and  we  are 
very  pleased  with  our  implementa- 
tion of  Perkins'  Tuition  Reimburse- 
ment Program,  a  program  that  has 
been  well  received  by  our  staff. 

During  the  school  year  1986- 
87  the  population  of  our  on-cam- 
pus  programs  was  as  follows: 


Preschool 

5 

Lower  School 

30 

Secondary  Services 

67 

Severe  Impaired 
Program 

13 

Deaf-Blind  Program 

66 

Adult  Services 

22 

Total  On-Campus 

203 

Population 

Our  on-campus  programs 
provide  comprehensive  and  reality- 
based  programming  for  all  of  our 
students  and  clients,  no  matter 
what  their  age  or  functional  abili- 


ties. Our  services  are  geared  toward 
practical  and  realistic  expectations; 
we  offer  a  large  and  increasing 
number  of  community  experiences 
leading  to  the  ultimate  goal  of  com- 
munity integration. 

In  addition  to  the  on-campus 
services  mentioned,  we  continue 
to  operate  the  New  England 
Regional  Center  for  Deaf-Blind 
Services,  and  to  administer  a  Total 
Life  Skills  and  a  Vocational  Grant 
as  part  of  our  Deaf -Blind  Program. 

In  the  past  year  our  off- 
campus  programs  have  expanded 
considerably.  We  continue  to  serve 
an  increasing  number  of  public 
school  students  on  an  outreach 
basis  and  a  larger  number  of  adult 
clients  in  business  and  industry  via 
our  Projects  with  Industry  Program. 

Community  Living  Services 
has  successfully  completed  an- 
other year  of  programming,  oper- 
ating three  off -campus  houses  and 
four  apartments  in  the  Watertown 
area.  Currently,  we  are  analyzing 
future  expansion  possibilities  for 
the  program  and  hope  to  make 


1932.  This  giant  relief 
globe,  designed  and  con- 
structed by  S.P.  Haggles, 
the  school  printer,  has 
resided  in  the  Lobby  of 
the  Howe  Building  since 
1912.  The  globe  was 
commissioned  by  Dr.  Sam- 
uel Gridley  Hone  in  1837. 


Circa  191$.  The  sandbox  at 
the  Lower  School  in  the 
Watertown  campus. 


December  1986.  Perkins 
School  for  the  Blind 
launches  the  first  Capital 
Campaign  in  the  historj 
of  the  school.  The  Lower 
School  is  the  primar)' 
target  of  the  campaign; 
the  buildings  nere  con- 
structed in  1910  and  in 
need  of  renovation  and 
greater  accessibility. 


n.oSiiipm,, 

j^       _  W6"n»flUitimjtIl, 

.f,'i' 

■i—.     "■>    -r^-. 

iv,^.^r^^,^ 

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w.^t....  -^  ,>%^^  iu.1"- 

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-■:■ 

further  progress  in  this  area  in  the 
coming  school  year. 

Our  Infant  Toddler  Program 
provided  services  to  40  students 
and  their  families  during  the  1986- 
87  school  year.  We  have  developed 
affiliations  with  many  early  inter- 
vention programs  throughout  the 
region  and  are  researching  addi- 
tional funding  possibilities  within 
the  Commonwealth  for  low  inci- 
dence blind  children. 

The  Regional  Library  at  Per- 
kins has  seen  significant  improve- 
ment during  the  past  year.  We  have 
expanded  the  library  and  have  com- 
pleted an  automation  and  quality 
control  project.  These  efforts  have 


May  1868.  Upon  learning 
of  Dr.  Hone's  plan  to 
print  embossed  books  for 
the  blind,  British  author 
Charles  Dickens  lent  his 
immediate  support.  In 
this  letter  he  instructed 
Dr.  Howe  to  emboss  2;0 
copies  of  The  Old  Curios- 
ity Shop  and  have  them 
distributed  to  institutions 
for  the  blind  throughout 
the  United  States. 


increased  the  efficiency  of  library 
services  and  have  enabled  us  to 
better  respond  to  our  consumers 
needs. 

Both  the  School  and  Research 
Libraries  continue  to  accommo- 
date our  students  and  staff  on  a 
daily  basis.  The  Research  Library 
also  provides  services  to  hundreds 
of  visitors,  students  and  trainees 
from  the  United  States  and  around 
the  world. 

During  the  past  year,  our 
international  efforts  have  ex- 
panded considerably  as  we  con- 
tinued to  provide  teacher  training 
and  consultation  services  to  many 
individuals  from  other  countries. 
Members  of  our  staff  travelled  to 
England,  Jamaica,  France,  Ger- 
many, Canada,  and  the  Dominican 
Republic  to  discuss  our  Teacher 
Training  Program  and  provide 
services  from  Howe  Press.  We  are 
currently  planning  a  Perkins  Brail- 
ler  repair  training  program,  which 
will  be  held  in  Southeast  Asia  and 
East  Africa  during  the  next  school 
year.  This  year,  Brailler  training 
programs  at  Perkins  were  provided 
for  individuals  from  six  different 
countries. 

Perkins  staff  members  made 
a  number  of  presentations  at  the 
International  Association  of  Educa- 
tors of  the  Deaf-Blind  Conference 


in  France  and  at  the  International 
Council  for  Education  of  the  Visu- 
ally Handicapped  Conference  in 
Germany  this  past  summer.  As  a 
result  of  these  conferences,  Perkins 
will  be  involved  in  the  publication 
of  the  newsletters  representing  these 
two  international  organizations. 

We  would  like  to  thank  all  of 
our  employees  and  volunteers  for 
their  continuing  dedication  to  our 
students  and  clients.  Through  their 
efforts,  hundreds  of  individuals  are 
served  in  caring  and  significant 
ways.  Their  commitment  to  stu- 
dents, clients,  and  consumers  insure 
the  delivery  of  quality  services;  we 
are  all  fully  aware  of  their  efforts 
and  we  are  grateful  for  their  con- 
tinued support  and  service. 

During  the  past  year,  we  have 
lost  the  guidance  of  the  follow- 
ing incorporators:  Mrs.  Anthony 
Ackerman,  Dr  Trygve  Gundersen, 
Mr.  J.  Stephenson  Hemphill, 
Mr.  William  T.  Lee,  Mrs.  John  D. 
Nagle,  Mrs.  George  Plimpton. 


Many  of  these  incorporators 
have  supported  Perkins  for  a  con- 
siderable number  of  years.  Their 
friendship  and  guidance  will  be 
missed  by  all  of  us. 

As  we  close  the  1986-87 
school  year,  we  look  forward  to  the 
continued  commitment  of  our  vol- 
unteers, staff  and  trustees  in  the 
coming  school  year.  It  is  only 
through  their  dedicated  service  that 
we  can  provide  quality  services  to 
the  blind,  visually  impaired,  deaf- 
blind  and  multi-impaired  students 
and  clients  of  Perkins  School  for 
the  Blind. 

C.  Richard  Carlson 
President 

Kevin  J.  Lessard 
Director 


Circa  1890.  Anne  Sullivan's  greatest  acclaim 
surrounds  her  work  with  Helen  Keller. 
Anne  was  a  student  at  Perkins  School  as  weU, 
overcoming  severe  vision  impairments. 
After  her  1886  graduation  as  valedictorian  of 
her  class,  Anne  departed  to  work  with 
Helen  with  little  formal  teaching  experience. 

On  April  4,  1887,  within  five  weeks  of  her 
arrival  at  the  Heller  home,  Anne  had  reached 
Helen,  successfully  communicating  the  word 
"water"  by  spelling  it  into  Helen's  palm 
under  a  gushing  water  pump. 


Perkins  School  for  the  Blind,  a  historical  perspective 


I9;i.  The  Perkins  Brailler,  designed  by  Per- 
kins Scliool  employee  David  Abraham, 
offered  a  lightweight,  inexpensive  alternative 
to  conventional  brailling  machines.  Produc- 
tion of  the  original  design  continues  at  Howe 
Press;  over  180,000  BrailJers  have  been 
sold  worldwide  to  date. 


May  30,  I910.  Athletics 
has  always  played  a  major 
role  in  Perkins'  curricu- 
lum. These  Perkins  stu- 
dents raced  against  blind 
runners  from  the 
Overbrook  School  for  the 
Blind  in  Philadelphia, 
Pennsylvania. 


It  was  in  the  early  1820  s  that  Dr.  John  Dix  Fisher,  a  medical 
student  and  native  Bostonian,  visited  L'Institution  National  Des 
Juenes  Aveugles  (The  National  Institution  for  Blind  Youth)  in  Paris. 
The  Paris  school,  considered  the  grandparent  of  all  schools  for  the 
blind,  was  the  first  of  its  kind.  It  was  opened  in  1784.  Fisher  reflected 
upon  his  visit  to  this  historic  school  and  the  advances  they  were 
making  with  the  blind  in  France.  Upon  his  return  to  Boston  in  1826, 
Fisher  realized  the  dire  need  for  such  a  school  in  the  United  States. 

One  blustery  morning  in  February,  Fisher  met  with  friends 
at  the  Exchange  Coffee  House  in  Boston.  He  spoke  of  the  plight  of 
the  blind  in  the  U.S.  and  their  need  for  a  school  and  an  opportunity 
for  education.  Their  interest  piqued,  Fisher  and  his  friends  applied  to 
the  Commonwealth  of  Massachusetts  for  a  charter  for  the  new 
school.  Not  one  month  later,  the  Commonwealth  granted  their 
request  for  charter  thus  establishing  the  New  England  Asylum  for 
the  Blind,  the  purpose  being  "to  educate  blind  persons."  The  charter 
named  39  prominent  Bostonians  as  incorporators  including  blind 
historian  William  H.  Prescott;  Colonel  Thomas  Handasyd  Perkins 
(for  whom  the  school  would  one  day  be  named); 
members  of  the  Lowell  and  Thorn- 
dike  families  (who  are  still 
represented  in  the  corpora- 
tion to  this  day);  and,  of 
course,  Dr.  Fisher. 


The  first  act  of  this  newly  formed  corporation  was  to  elect 
officers  and  trustees.  This  act  established  a  prominent  assembly  to 
guide  the  school,  but  they  were  still  in  need  of  a  director.  The 
trustees  searched  and  searched,  but  it  was  only  by  chance  that  they 
found  their  director.  Dr.  Fisher  and  some  trustees  were  walking 
down  Boylston  street  lamenting  their  unsuccessful  search  for  a 
director  and  resulting  predicament.  They  happened  upon  Dr.  Samuel 
Gridley  Howe,  "The  very  man,"  remarked  Fisher,  "we  have  been 
looking  for  all  the  time."  It  was  1830,  and  Dr.  Howe  had  just 
returned  from  serving  in  the  Greek  War  of  Independence.  The 
second  act  of  the  corporation  was  to  appoint  Dr.  Howe  as  first 
Director  of  the  New  England  Asylum  for  the  Blind. 

Dr.  Howe  was  a  finely  skilled  and  intelligent  man,  yet  he  had 
no  experience  in  the  education  of  the  blind.  His  first  mission  was  to 
gather  information  and  ideas;  this  mission  lead  him  to  Europe. 

In  Europe,  Howe  found  "much  to  admire  and  copy,  but  also 
much  to  avoid."  He  found  that,  at  the  time,  European  schools  were 
not  preparing  the  blind  for  an  independent  adult  life.  He  felt  they 
were  educating  the  blind  as  individual  cases,  not  helping  the  blind  as 
a  class.  He  also  found  that  there  was  a  shortage  of  embossed  books 
and  supplies  for  the  blind  in  Europe. 

Howe  was  driven  to  provide  a  program  available  to  all 

blind  persons  in  need  of  education  and  he 

did  find  many  things  to  emulate  from 

schools  in  Europe.  Perhaps  Howe's 

fondest  memories  were  of  the 

blind  children  playing  out- 


Circa  1895.  The  daily  regi- 
men of  rope  climb,  over- 
hand bar  puU-ups  and 
calisthenics  at  the  South 
Boston  gymnasium.  New 
quarters  in  the  Water- 
town  campus  allowed  for 
greater  physical  exercise 
and  training. 


1914.  School  pride  was 
always  in  evidence  at 
Perkins.  This  1914  penant 
was  pictured  hanging  in 
an  Upper  School  boy 's 
room. 


Circa  1700.  The  Perkins  Family  Crest.  Per 
kins  Scliool  for  the  Blind  was  named  after 
Colonel  Thomas  Handasyd  Perkins  in  grati- 
tude for  his  generosity  during  the  School's 
early  days  of  need.  The  sale  of  Colonel 
Perkins'  Pearl  street  home  provided  the 
funds  to  piu-chase  the  Mount  Washington 
House  in  South  Boston,  the  School's 
third  home. 


side  as  if  they  were  sighted; ".  .  .  they  run  away  among  the  trees,  and 
frolic  and  play  together  with  all  the  zest  and  enjoyment  of  seeing 
children.  They  know  every  tree  and  shrub,  they  careen  up  one  alley 
and  down  another,  they  chase,  catch,  overthrow  and  knock  each 
other  about  exactly  like  seeing  boys .  .  ."  Howe  wanted  to  allow  blind 
children  to  grow  and  experience  as  any  sighted  child  would,  and  to 
acclimate  them  to  the  norm  of  society. 

Howe  returned  to  Boston  with  three  embossed  books,  two 
teachers,  both  blind,  and  many  ideas.  The  preliminary  groundwork 
for  the  first  school  for  the  blind  in  the  United  States  was  completed. 

The  innovative  school,  located  in  the  Pleasant  Street  home 
of  Dr.  Howe's  father,  opened  its  doors  in  July  of  1832.  It  began 
humbly  with  two  students;  sisters  Sophia  and  Abbey  Carter  from 
Andover,  Massachusetts,  and  two  teachers;  Mr.  Emile  Trencheri  of 
Paris  and  Mr.  John  Pringle  of  Edinburgh,  who  Howe  recruited  in 
Europe.  By  August,  enrollment  had  grown  to  six  students,  and  Dr. 
Howe  hired  another  teacher,  Mr.  Lowell  Mason,  to  teach  music. 

Enrollment  continued  to  grow.  Early  in  1833  Howe  realized 
that  his  home  was  too  small  to  house  the  school  any  longer.  Vice 
President  and  Trustee  Thomas  H.  Perkins  offered  his  Pearl  Street 
home  as  a  new  location  for  the  school.  This  offer  was  made  with  the 
stipulation  that  $25,000  be  raised  to  help  support  the  growing 
institution.  Boston  society  responded  wholeheartedly  and  donated 
almost  twice  the  amount  that  Perkins  stipulated.  The  school  had  a 
new  Boston  home. 

This  new  home  was  opened  to  the  public  on  Saturdays, 
allowing  them  to  witness  the  innovative  work  being  done  by  the 
students  and  staff.  Howe  allowed  this  publicity  because  he  recog- 
nized the  need  and  importance  of  public  support  for  the  School  and 
the  blind  population  in  general.  Students  gave  demonstrations  in 
public  places  including  the  Statehouse  and  the  legislature.  These 


May  29,  1929.  Presented  by  the  Girls  Glee 
Club,  "The  Japanese  Girl"  set  the  stage  for 
drama  and  song.  The  program  describes  the 
production:  "In  a  quaint  garden  in  Japan, 
Eriends  of  0  Hanu  San,  a 
Japanese  girl  of  rank, 
gather  to  assist  in  the  J^  ni,, 

preparation  of  and  tk..^  *^ 

celebration  of  her  '-CX"  / 

coming  of  age."  "~i»_         4 


demonstrations  exposed  government  officials  to  the  abilities  and 
needs  of  the  blind  students  and  increased  their  awareness  of  legisla- 
tion for  the  blind. 

Howe  began  referring  to  the  school  as  The  New  England 
Institution  for  the  Blind,  rather  than  the  New  England  Asylum  for 
the  Blind  as  it  was  originally  chartered.  "Asylum"  implied  a  home  or 
refuge  for  the  blind;  Howe  demonstrated  that  it  was  a  school,  not  a 
refuge,  he  was  running,  and  it  was  a  school  that  was  needed. 

As  instruction  at  the  school  continued,  Howe  realized  there 
was  here,  as  in  Europe,  a  critical  shortage  of  embossed  books  for  the 
blind.  This  shortage  was  due  primarily  to  the  high  cost  of  embossing 
and  printing  the  specialized  books.  This  realization  began  Howe's 
dream  to  establish  a  separate  printing  department  at  the  School  to 
print  embossed  books  to  be  sold  to  or  traded  with  other  printing 
houses  around  the  world.  Boston  Line  type  and  a  printing  press  had 
been  developed  at  the  school,  but  used  on  a  limited  basis.  Howes 
personal  crusade  was  to  raise  money  for  this  printing  department, 
the  precursor  of  today  s  Howe  Press.  He  felt  that  if  he  could  convince 
a  few  well  known  authors  to  pay  to  have  their  works  embossed,  it 
would  generate  public  interest  and  support.  English  author  Charles 
Dickens  lent  his  support  by  financing  the  printing  and  distribution  of 
250  copies  of  his  book  "The  Old  Curiosity  Shop."  Perkins'  copy 
(three  volumes  in  all)  is  still  housed  in  our  library. 

Howe's  idea  of  a  printing  house  and  library  of  embossed 
books  was  never  totally  realized  at  the  School,  but  his  dedication  to 
this  type  of  printing  for  the  blind  paved  the  way  for  the  development 
of  the  American  Printing  House  for  the  Blind  in  1858. 

Howe  designed  many  embossed  maps  and  commissioned  the 
school  printer,  S.P.  Ruggles,  to  design  and  construct  a  giant  embossed 
globe.  The  globe  resides,  to  this  day,  in  the  lobby  of  the  Howe 
Building. 


1906.  The  Seventy  Fifth  Annual  Report  of  the 
Trustees  of  Perkins  institution  and  Massa- 
chusetts School  for  the  Blind  detailed  the 
successes  of  some  of  the  School's  gradu- 
ates. These  graduates  of  1900-1904  were 
noted  for  success  in  both  music  and 
education. 


Circa  1870.  Laura  Bridgman  was 
brought  to  Perkins  by  Dr.  Samuel 
Gridley  Hone  in  18J7;  she  was  eight 
years  old.  Laura  would  go  on,  under 
the  tutelage  of  Dr.  Howe,  to  become 
the  first  deaf-blind  child  to  be  suc- 
cessfully educated. 


r 


5^_ 


As  the  school  grew  and  Howe  became  more  and  more  involved 
with  the  education  of  the  blind,  he  began  to  delve  into  the  area  of  the 
education  of  the  deaf -blind;  a  population  which,  at  the  time,  was 
considered  unreachable.  In  1837  Howe  admitted  Laura  Bridgman,  a 
young  deaf -blind  child,  to  Perkins.  Laura  would  come  to  be  known  as 
the  first  deaf-blind  child  to  be  successfully  educated,  a  feat  for  which 
Dr.  Howe  became  world  renown.  In  fact,  visitors  came  from  all  over 
the  world  to  see  the  miracles  Dr.  Howe  worked  with  the  deaf-blind 
child. 

One  of  the  many  visitors  to  the  school  was  Dr.  Howe's  friend, 
Charles  Dickens.  During  his  1842  lecture  tour  of  America,  Dickens 
visited  the  school  and  saw  Laura  and  Howe  working  together.  Dickens 
detailed  this  visit  in  his  book  "American  Notes,"  a  book  later  read  by 
the  mother  of  another  deaf -blind  child,  Helen  Keller.  It  was  Dickens' 
reference  to  Perkins  School  that  would,  years  later,  lead  the  Kellers 
to  the  School  in  search  of  help  for  their  daughter.  Howes  innovative 
work  with  Laura  formed  the  foundation  for  the  developing  field  of 
education  of  the  deaf-blind. 

Howe  realized  the  importance  of  teaching  the  blind  and 
deaf-blind  marketable  skills  and  educating  the  public  of  their  result- 
ing employability.  Howe  wanted  to  prepare  his  students  "to  go  out  in 
the  world,  not  to  eat  the  bread  of  charity,  but  to  earn  a  livelihood  by 
honest  work."  He  began  a  workshop  at  the  school;  an 
open  workshop  where  students  could 


■«^» 


V 


'"^^N^^., 


learn  various  trades  and  skills  and  where  merchants  and  manufactur- 
ers could  observe  the  students  and  their  skills.  The  workshop  would 
continue  until  1952,  becoming  the  longest  running  workshop  for  the 
blind  at  the  time. 

By  1839,  school  enrollment  had  reached  65,  outgrowing  the 
facilities  provided  at  the  Perkins  residence.  A  new  home  for  the 
school  was  found  in  South  Boston,  a  hotel  known  as  the  Mount 
Washington  House.  The  funds  needed  to  purchase  the  site  were 
generously  provided  by  Colonel  Thomas  H.  Perkins  by  the  sale  of  his 
Pearl  Street  home.  This  magnanimous  act  was  recognized  by  the 
corporation  by  changing  the  school's  name  to  Perkins  Institution  and 
Massachusetts  Asylum  for  the  Blind. 

After  over  forty  years  of  dedication  and  service  to  Perkins 
School,  Dr.  Samuel  Gridley  Howe  died  at  the  age  of  74.  His  succes- 
sor would  be  his  lifelong  friend,  Michael  Anagnos.  Howe  met 
Anagnos  (his  full  name  was  then  Michael  Anagnostopoulos)  on  one 
of  his  many  trips  to  Greece  after  the  war.  Anagnos  followed  Howe  to 
America  and  became  his  assistant  at  Perkins  ( as  well  as  his  son-in-law. ) 

Michael  Anagnos,  inheriting  a  financially  and  philosophi- 
cally sound  school,  began  to  concentrate  on  Perkins'  international 
involvement.  One  of  his  first  acts  as  Director  was  to  establish,  in 
conjunction  with  the  School  for  the  Blind  in  Vienna,  Perkins 
Blindiana  Library  and  Museum.  The  Research  Library  and  Museum 
are,  to  this  day,  an  integral  part  of  the  studies  and  education  of  our 
teacher  trainees. 

Anagnos,  much  like  Dr.  Howe,  admitted  a  particularly  sig- 
nificant student  to  Perkins  School;  a  student  who  would  have  a 
profound  impact  on  the  field  of  deaf-blindness.  In  1880,  Anne 
Sullivan  came  to  Perkins  with  virtually  no  educational  background; 
she  was  unable  to  spell  her  name.  With  encouragement  from  Anagnos, 
Anne  went  on  to  graduate,  in  1886,  as  valedictorian  of  her  class. 


November  1956. 
A  maCuring  Helen  Heller 
graces  the  cover  of  Wisdom 
Magazine.  Inside  she 
speaks  about  isolation  and 
the  wonder  of  literature 
and  fine  ideas,  closing  by 
describing  the  joy  found 
in  overcoming  obstacles. 


May  1925.  Upper  School 
girls  prepare  for  the 
"Sailor's  Hornpipe," an 
eidiibition  for  the  School's 
annual  open  house. 


Circa  1955.  Vocational  training  with 
Underwood  lypewriters  provided 
Perkins  students  with  marketable 
job  skills. 


HCHUmraSEUVGTON  EOVSE. 


Tbr  EuaUMunm  !•  la 
KSdh  nirmUbrdfaia  aod 


•4  tfilnrtU  aljln  Acrr  ai 


Hflrthr  iliKHi-  orr  nuHloric- 


irnlon  «■  [II  br  •fcarrd  ■■  clir 


Circa  1820.  The  Mount 
Washington  House  in 
South  Boston  was  the 
third  home  of  Perkins 
School  For  the  Blind.  It 
was  purchased  in  1839 
and  housed  the  school 
until  the  move  to  Water- 
town  in  1912. 


It  was  about  the  time  of  Anne's  graduation  that  a  family  in 
Alabama  was  searching  for  help.  Their  six-year-old  child  had  lost  her 
sight  and  hearing  in  early  childhood  and  they  were  questioning  any 
hope  for  her  future.  Charles  Dickens'  reference  to  Dr.  Howes  work 
with  Laura  Bridgman  in  his  'American  Notes"  fostered  some  hope. 
The  Kellers  were  referred,  through  many  specialists,  to  scientist 
Alexander  Graham  Bell.  He  suggested  they  contact  Michael  Anagnos, 
Director  of  Perkins  School. 

Upon  receiving  a  letter  from  the  Kellers,  Anagnos  suggested 
that  Anne  Sullivan  go  to  work  with  Helen  Keller  in  Alabama.  This 
was  the  beginning  of  Anne's  life  as  "teacher;"  a  life  that,  with  her 
lifelong  student  Helen  Keller,  would  bring  great  advances  to  the  field 
of  deaf-blindness.  Anne  would  bring  Helen  to  Perkins  to  study  from 
1888  to  1892. 

As  Anagnos  worked  with  the  students  and  staff  of  the  School, 
he  saw  the  need  for  services  devoted  strictly  to  younger  blind  chil- 
dren. Most  of  the  students  admitted  were  8  years  of  age  or  older,  but 
Anagnos  saw  the  need  for  a  kindergarten.  With  the  generous  support 
of  the  people  of  Boston,  Anagnos  founded  the  Kindergarten  for  the 
Blind,  the  first  in  the  world.  The  Kindergarten,  precursor  of  today's 
Lower  School,  was  located  in  Jamaica  Plain,  totally  separate  from  the 
original  Perkins  Institution  in  South  Boston. 

As  well  as  increasing  the  type  of  services  Perkins  offered, 
Anagnos  strived  to  increase  the  quality  of  those  services.  Anagnos 
increased  the  staff  to  student  ratio  from  1  teacher  for  every  13 
students  to  1  teacher  for  every  6  at  the  Upper  School  in  South 
Boston,  and  1  teacher  for  every  4  students  at  the  Kindergarten  in 
Jamaica  Plain.  Michael  Anagnos  served  both  schools  as  Director 
until  his  death  in  1906. 

Anagnos'  successor  was  a  former  teacher  from  Perkins  who 
went  on  to  be  the  Superintendent  of  the  School  for  the  Blind  in 
Philadelphia.  Upon  Michael  Anagnos'  death,  educator  Edward  E. 
Allen  was  called  back  to  Perkins  School  to  assume  the  directorship. 


December  1918.  Popular 
Mechanics  magazine 
featured  an  article  on  "The 
Institute's  splendid  work 
in  helping  the  blind  help 
themselves." 


Fly.nR  RinKS.  Chmbir 
Ropt!.  Wall  Ladder 
and  Bar  Stalls,  the  La 
ter  Shown  at   the   Righ 


hey  Do  (or  C 
le  Lads  Becotr 

ngly  Skill  f 
ling  the  Appai 


W 


Allen's  first  mission  was  to  find  a  new  home  for  the  school. 

He  was  concerned  with  the  lack  of  space  for  the  students  to  run  and 
play,  one  of  the  very  concerns  of  Dr.  Howe,  the  School's  first 
Director.  Thus  Allen  began  his  search.  The  search  ended  at  the 
Stickney  estate  in  Watertown,  the  site  of  todays  38  acre  campus. 
Situated  on  the  Charles  River,  the  campus  would  provide  room  for  all 
types  of  recreational  and  educational  activities.  After  finding  the 
proper  site  for  the  school,  Dr.  Allen  oversaw  the  creation  of  the 
campus.  Taking  into  consideration  Dr.  Howe's  Cottage  Plan  and  his 
own  concerns  for  keeping  male  and  female  students  totally  separate, 
the  residential  and  main  school  buildings  were  built  on  an  axis  that 
split  the  campus  in  half;  one  side  of  the  axis  the  mirror  image  of  the 
other.  Facilities  for  the  Upper  School  boys  were  provided  on  one  side, 
facilities  for  the  girls  on  the  other;  totally  separate,  but  equal, 
recreational,  educational,  and  residential  facilities.  This  separation 
was  due  to  concerns  that  much  of  the  blindness  of  the  day  was 
hereditary  as  well  as  the  prominent  view  of  mandatory  separation  of 
the  sexes.  Private  schools  in  the  early  1900's  were  very  rarely 
coeducational.  Thus  the  birth  of  the  "boys  close"  and  the  "girls 
close",  today  both  coeducational  and  referred  to  as  the  "east  close" 
and  the  "west  close." 

The  move  to  Watertown  completed,  Allen  was  able  to  con- 
centrate on  improving  the  services  Perkins  School  offered  its  stu- 
dents. Allen's  concern  for  the  ample  and  adequate  recreation  and 
physical  activity  for  his  students  led  to  his  1908  hiring  of  the  first 
physiotherapist  by  a  school  for  the 
blind.  Allen  expanded  upon 
Howe's  Cottage  Plan  and 
appointed  a  "home  visitor" 
in  1916  to  afford  greater 
family  involvement. 


December  I968.  A  new  addition  to  the 
traditional  Christmas  Concert  was  the 
performance  of  The  Christmas  Story,  A 
Child's  Version  by  Carl  Orff.  Both  Upper 
and  Lower  School  students  participated  in 
the  play  which  gave  "wonderful  opportuni- 
ties for  our  pupils  who  have  been  learning 
such  instruments  as  recorders  and  a  vari- 
ety of  percussion  instruments.  .  ." 


Circa  1950.  The  education 
of  deaf-blind  students 
has  often  been  documented 
by  the  media.  This  pho- 
tograph appeared  in  the 
Saturday  Evening  Post. 


Circa  1880.  like  tlie  recit- 
als of  today,  frequent 
and  regular  concerts 
allowed  the  Perkins  Brass 
Band  to  showcase  talent 
and  hard  work. 


This  position  was  the  forerunner  of  today's  social  worker.  It  was 
during  Aliens  directorship  that  the  Hayes-Binet  Test  was  developed, 
a  test  which  showed,  for  the  first  time,  that  the  intelligence  of  the 
blind  population  does  not  differ  from  that  of  the  sighted  population. 
The  year  1920  saw  the  development  of  the  first  graduate  level 
Teacher  Training  Program  with  Harvard  University,  stemming  from 

Allen's  desire  to  make  the 
education  of  blind  children 
a  more  professional  career. 
Allen  also  appointed  a 
speech  therapist  to  work 
with  the  students. 

Dr.  Allen  retired 
in  1931,  succeeded  by  Dr. 
Gabriel  Farrell.  Dr.  Farrell 
continued  to  refine  the 
good  work  done  by  his  pre- 
decessors, Howe,  Anagnos 
and  Allen.  He  formed  a 
separate  department  for  the  education  of  the  deaf-blind,  headed  by 
Inez  B.  Hall,  a  pioneering  advocate  of  the  tadoma  method  of  teaching 
the  deaf-blind  to  speak.  The  job  of  bursar  was  created  to  oversee  the 
business  affairs  of  the  school  and  thus  improved  the  many  business 
aspects  of  the  school.  Allen  united  the  three  segments  of  the  School 
(Lower  School,  Boys'  Upper  School  and  Girls'  Upper  School)  and  began 
the  integration  of  male  and  female  students  in  the  classroom.  Farrell 
also  founded  The  Lantern,  a  magazine  designed  to  keep  friends  and 
alumni  informed  of  the  affairs  and  activities  of  the  school. 

David  Abraham  began  his  work  on  the  prototype  Perkins 
Brailler  during  Dr.  Farrell's  directorship.  The  Brailler  would  be 
manufactured  by  the  School  at  Howe  Memorial  Press,  and  distrib- 
uted world-wide. 

Dr.  Farrell  retired  in  1951  and  was  succeeded  by  Dr.  Edward 
J.  Water  house.  It  was  also  in  1951  that  production  of  the  Perkins 


•9S2.  The  Proceedings  of 
the  Centennial  Exercises, 
November  9  and  10,  19J2. 
"To  observe  die  one  hun- 
dredth anniversary  of  Per- 
kins Institution  in  1932 
was  more  or  less  deter- 
mined in  1882,  for  at 
that  time  it  was  decided 
to  have  the  semi-centen- 
nial  exercises  mark  the 


beginning  of  instruction 
rather  that  the  founding 
and  incorporation.  The 
first  classes  met  in  August, 
1832,  but  the  institution 
was  founded  and  incorpo- 
rated by  an  act  of  legis- 
lature March  2,  1829." 


BraiUer  began.  This  production  came  after  many,  many  years  of 
dedicated  work  by  David  Abraham  in  manufacturing  the  tools  and 
dies  needed  to  produce  the  Brailler,  as  well  as  setting  up  the  assembly. 
Today,  the  Perkins  Brailler  has  sustained  little,  if  any,  major  redesign, 
and  over  180,000  BraiUers  have  been  produced  and  distributed  to 
countries  world-wide. 

During  Dr.  Waterhouse's  directorship  it  became  evident  that 
there  was  a  severe  shortage  of  teachers  of  the  deaf-blind.  The 
administration  saw  many  ways  to  deal  with  this  problem,  one  of 
which  was  to  close  the  Deaf -Blind  Department.  Rather  than  give  up, 
the  Trustees  decided  to  establish  a  graduate  Teacher  Training  Pro- 
gram specifically  for  the  education  of  teachers  of  the  deaf -blind.  The 
program  was  set  up  in  conjunction  with  Boston  University.  By  this 
time,  the  original  Teacher  Training  Program  (for  teachers  of  the 
blind)  had  become  affiliated  with  Boston  University  as  well.  Research 
also  became  an  important  component  of  the  Deaf -Blind  Department. 

Many  physical  changes  occurred  during  this  period;  addi- 
tional buildings  were  constructed  on  campus,  including  the  North- 
east and  North  Buildings.  These  two  buildings  were  built  in 
anticipation  of  a  greatly  increasing  deaf -blind  population  due  to  the 
outbreak  of  rubella.  Changes  were  also  made  in  the  name  of  the 
school;  the  corporation  formally  changed  the  name  from  Perkins 
Institution  for  the  Blind  to  Perkins  School  for  the  Blind.  This  change 
was  made  because  of  the  increasingly  negative  connotation  of  the 
word  "institution." 

Benjamin  F.  Smith  was  appointed  the  fifth  Director  of  Perkins 
in  1971.  It  was  during  his  tenure  that  mandatory  special 
education  legislation  was  passed  on  a  state  and 
national  level.  During  this  period  of  time 
the  field  of  blindness  in  the  United  States 
also  began  to  undergo  a  number 
of  significant  changes. 


i       -mi^^ 


September,  19J9. 
Industrial  Arts  have  pro- 
duced many  wonderful 
creations,  but  perhaps 
none  as  unique  as  the  Sea 
Goat,  Perkins  Brst 
motorboaL  David  Abraham 
(far  left),  the  inventor  of 
the  Perkins  Brailler, 
guided  the  project  from 
construction  to 
christening. 


Circa  1889.  Students  at 
the  Kindergarten  in 
Jamaica  Plain  play  amongst 
the  trees. 


1904.  A  Gold  Medal  awarded  to  Perkins  in 
the  llniversal  Louisiana  Purchase  Exposi- 
tion of  1904.  Educational  breakthroughs  and 
teaching  methods  developed  at  Perkins 
School  received  acclaim  at  fairs  and  exposi- 
tions throughout  the  United  States.  In  their 
day,  such  expositions  represented  a  primary 
source  of  entertainment  and  exposure  to  a 
larger  world  for  rural  America. 


These  changes  were  made  to  accommodate  a  more  diverse  popula- 
tion that  needed  services,  a  larger  blind  population  that  needed 
multiple  program  options  in  public  and  residential  schools,  and 
an  increased  emphasis  on  practical  training  programs  for  multi- 
impaired  students. 

Services  at  Perkins  were  also  expanded  to  serve  a  young  adult 
population,  and  the  Adult  Services  Program  was  initiated  in  1974. 
Significant  curricula  changes  occurred  during  the  period  1971-1977 
and  the  School  began  to  serve  a  larger  number  of  multi-impaired 
students  and  clients,  while  maintaining  its  academic  programs  for 
high  school  students. 

Charles  C.  Woodcock  was  appointed  Director  of  Perkins  in 
1977  In  1977  Howe  Press  produced  the  100,000th  Perkins  Brailler, 
and  in  1979  the  School  celebrated  its  150th  Anniversary. 

In  1982,  Perkins'  charter  was  changed  to  allow  the  admission 
of  students  and  clients  with  multiple  handicaps  other  than  blindness, 
although  the  revision  was  designed  to  assure  priority  to  legally  blind 
and  deaf-blind  students. 

In  1983.  two  new  programs  were  initiated  at  Perkins  —  the 
Severe  Impaired  Program  and  the  Community  Living  Services  Pro- 
gram. In  1984,  Perkins  initiated  the  Projects  with  Industry  Program. 

As  Perkins  has  grown,  its  focus  and  services  liave  also 
evolved.  These  services  now  extend  beyond  our  campus  and  into  the 
community,  opening  a  larger  world  to  all  of  our  students  and  clients. 
Our  present  Director,  Kevin  J.  Lessard,  was  appointed  in  1985;  the 
on-campus  population  of  the  School  has  remained  stable  since  his 
appointment. 

Our  programs  provide  educational  and  training  opportuni- 
ties for  students  from  birth  to  22  years  of  age,  and  rehabilitation 
services  for  adult  clients  in  residential,  day,  and  community-based 
programs.  All  of  our  programs  and  services  strive  to  develop  each 
students  greatest  potential  and  allow  for  his  or  her  maximum 
independence. 

Our  on-campus  programs  for  students  and  clients  are:  Pre- 
school Services,  ages  three  to  six;  Lower  School  Program,  ages  six  to 


^*-i^J4»  t.it  1^    *ilS 


May  1971.  Students  and 
teachers  find  educational 
opportunities  both  inside 
and  outside  of  the  class- 
room. A  week-long  sum- 
mer trip  to  the  Cape 
Cod  IVational  Seashore 
allowed  new  educational 
opportunities  and  adven- 
tures for  both  students 
and  staff. 


thirteen;  Secondary  Services,  ages  thirteen  to  twenty-two;  Deaf- 
Blind  Program,  ages  five  to  twenty-two;  Severe  Impaired  Program, 
ages  ten  to  twenty-two;  Adult  Services,  ages  eighteen  years  and  older. 

All  of  these  programs  recognize  students  and  clients  as 
individuals  with  unique  needs .  .  .  Our  extensive  network  of  educa- 
tional, residential,  clinical,  and  support  services  allow  us  to  meet 
those  needs.  Perkins  also  recognizes  the  needs  of  many 
people  beyond  our  campus  boundaries;  individuals  in  the 
community  not  necessarily  served  by  our  on-campus  pro- 
grams. We  have  a  number  of  off -campus  and  outreach  ser- 
vices designed  to  meet  the  needs  of  this  population.  These 
programs  include:  Infant  Toddler  Services:  providing  home- 
based,  early  intervention  services  to  young  children  and 
their  parents.  Clinical  Services:  providing  extensive  clinical 
services  to  our  students  and  clients,  as  well  as  diagnostic 
evaluations  for  others.  Community  Living  Services:  operat- 
ing community  residences  and  semi-independent  apartments 
for  adults.  Howe  Press:  manufacturer  of  products  for 
the  blind  including  the  world  famous  Perkins  Brailler. 
New  England  Center  for  Deaf -Blind  Services:  providing 
services  to  deaf -blind  students  and  their  families  through- 
out New  England.  Outreach  Services:  sponsor  of  prog- 
rams for  mainstreamed  students  and  workshops  for 
professionals  in  the  field  of  blindness.  Perkins  Project 
with  Industry  Program:  providing  evaluation,  job  place 
ment  and  follow-up  services  to  blind  adults.  Perkins 
Regional  Library  for  the  Blind  and  Handicapped:  cir- 
culates Braille,  large  print,  and  talking  book  material 
to  over  14,000  blind  consumers.  Teacher  Training: 
provides  advanced  training  ( in  conjunction  with  Boston 
College)  to  teachers  of  the  blind  and  deaf -blind  from 
around  the  world. 

As  from  our  very  beginnings  in  1829, 
Perkins  School  for  the  Blind  will  continue  to  expand 
its  programs  and  services  to  meet  the  needs  and 
challenges  of  our  many  students,  clients,  and  con- 
sumers; striving  to  open  an  ever  larger  world  to  all. 


OTE  rLtCHC  ri  CNTllftLT 
COVERtP  WITH  LC*D  OH 
OUTJiDt 


July  1913.  Plans  for  the  Perkins  tower  from 
die  July  issue  of  The  BrickbuiUer,  an 
architectural  journal.  The  publication's  fea- 
ture story  focused  on  the  unique  mirror 
layout  of  the  campus  and  R.  Clipston  Sturgis' 
selection  of  brick  and  terra  cotta  building 
materials. 


Financial 
Summary 
1986-87 
School 

Year 


Resources 

For  the  year  ending  August  31.  1987 


Tuition  (43. 2%) 

Deficit  (16.47o) 

Investment  Income  &  Outside  Trusts  ( 13.17o)  . 

Other  Revenues  ( 12.07o) 

♦Grants  (6.3%) 

*Other  Gifts  &  Resources  (3.77o) 

Library'  Services  (3. 47o) 

♦Investment  Income  &  Trusts  (1.97o) 

*Denotes  Restricted  Resource. 


Expenses 

For  the  year  ending  August  31.  1987 


Education  (4747o) 

Depreciation  ( 10.3%) 

Employee  Benefits  (9.57o) 

Buildings  &  Grounds  Maintenance  (9.27o) . 

dministration  (747o)   

Transfers  (717o) 

Special  Departments  (6.07o) 

usehold  &  Food  Services  (3.17o) 


Student  Registration 

as  of  November  1,  1987 


Severely 

Deaf- 

Preschool 

Lower 

Secondary 

Impaired 

Blind 

Adult 

Services 

School 

Services 

Program 

Program 

Services 

Total 

Massachusetts 

5 

18 

45 

11 

43 

18 

140 

Rhode  Island 

0 

3 

1 

0 

1 

0 

5 

Connecticut 

0 

2 

3 

0 

2 

0 

7 

Maine 

0 

4 

4 

0 

3 

0 

11 

New  Hampshire 

0 

1 

3 

0 

4 

0 

8 

Vermont 

0 

0 

2 

0 

3 

0 

5 

New  England 

Total 

5 

28 

58 

11 

56 

18 

176 

New  Jersey 

0 

0 

5 

0 

0 

1 

6 

New  York 

0 

2 

1 

2 

4 

1 

10 

Virginia 

0 

0 

1 

0 

1 

1 

3 

Indiana 

0 

0 

0 

0 

1 

0 

1 

Maryland 

0 

0 

0 

0 

0 

0 

0 

Nebraska 

0 

0 

1 

0 

0 

0 

1 

Ohio 

0 

0 

1 

0 

0 

1 

2 

North  Carolina 

0 

0 

0 

0 

1 

0 

1 

India 

0 

0 

0 

1 

0 

1 

Virgin  Islands 

0 

0 

0 

0 

1 

0 

1 

California 

0 

0 

0 

0 

1 

0 

1 

Totals 


30 


67 


13 


66 


22 


203 


Student  and  Client  Population  1986-87 

Distribution  by  Age 


Number 
of  Students 


24 
22 
20 
18 
16 
14 
12 
10 


.■lllllll 


III 


iJ 


.!■«■..  Mb.. 


3    4    5    6    7    8    9  101112  13  1415  16  17  18  192021222324252627  282930313233 

Age 


The  Perkins  Endowment 


The  Perkins  Program  as  it  has  developed  and  been  maintained  for 
more  than  one  hundred  and  fifty  years  has  relied  upon  a  growing  endow- 
ment at  every  step  along  the  way. 

Endowments  which  are  adequate  to  put  a  program  into  effect  are 
rarely  sufficient  to  keep  it  going.  As  with  every  private  school  and  college 
that  is  keeping  abreast  —  or  ahead  —  of  the  times,  Perkins  needs  to  see  its 
endowment  grow.  Through  bequests  and  donations,  and  through  a  few 
government  grants,  we  have  been  able  to  expand  existing  services  and  add 
new  ones  as  needed.  We  are  confident  that  our  friends  will  continue  to 
support  us  in  ever  increasing  amounts. 

Form  of  Bequest:  I  hereby  give,  devise  and  bequeath  to  the 
Perkins  School  for  the  Blind,  a  corporation  duly  organized  and  existing 
under  the  laws  of  the  Commonwealth  of  Massachusetts,  the  sum  of 

dollars  (% ),  the  same  to  be  applied  to  the 

general  uses  and  purposes  of  said  corporation  under  the  direction  of  its 
Board  of  Trustees;  and  I  do  hereby  direct  that  the  receipt  of  the  Treasurer 
for  the  time  being  of  said  corporation  shall  be  a  sufficient  discharge  to  my 
executors  for  the  same. 

Form  of  Devise  of  Real  Estate:  I  give,  devise  and  bequeath  to  the 
Perkins  School  for  the  Blind,  a  corporation  duly  organized  and  existing 
under  the  laws  of  the  Commonwealth  of  Massachusetts,  that  certain  tract 
of  real  estate  bounded  and  described  as  follows: 


(Here  describe  the  real  estate  accurately) 

with  full  power  to  sell,  mortgage  and  convey  the  same  free  of  all  trust. 

Notice:  The  address  of  the  Treasurer  of  the  Corporation  is  as  follows. 
John  W.  Bryant,  Fiduciary  Trust  Co.,  175  Federal  Street,  P.O.  Box  1647, 
Boston,  MA  02105-1647 


Design 
Black  &  Copper,  Ltd. 

Cover  PhotograpJjy 
Gordon  Bernstein 


'I 


I 


Perkins    School    for    the    Blind 


ANNUAL    REPORT    1988 


Perkins    School    for    the    Blind 


THIS  YEAR'S  ANNUAL  REPORT  HIGHLIGHTS 

PERKINS  PRESCHOOL  SERVICES  — PROGRAMS  FOR  A  STRONG 

BEGINNING  TO  THE  LIFE-LONG  LEARNING  OF  BLIND 

AND  VISUALLY-IMPAIRED  CHILDREN. 


ANNUAL    REPORT     1988 


Officers     of     the       Corporation 

President 

C.  Richard  Carlson 

Vice  Presidents 
Mrs.  Mason  Fernald 
Dudley  H.  Willis 

Secretary 
William  A.  Lowell 

Treasurer 
John  W.  Bryant 

Assistant  Treasurer 
H.  Gilman  Nichols 

Board     of      Trustees 

Mary  Alice  Brennan-Crosby* 
C.  Richard  Carlson* 
Frederic  M.  Clifford* 
William  J.  Edwards 
Mrs.  Mason  Fernald 
Albert  Gayzagian* 
Paul  S.  Goodof 
Loretta  Warner  Holway 
Dr.  Frederick  H.  Lovejoy 
H.  Gilman  Nichols 
Nicholas  U.  Sommerfeld 
Dudley  H.  Willis 

Honorary       Trustees 

Roland  M.  Achin 
David  Cheever 
Gardner  Cushman 
John  Lowell 
Ralph  B.  Williams 

*Appointed  by  the  Governor 
of  the  Commonwealth 


C.  Richard  Carlson 
President 


Kevin  J.  Lessard 
Director 


Perkins  School  for  the  Blind  was 
incorporated  March  2,  1929.  The  school 
is  an  accredited  member  of  the  New 
England  Association  of  Colleges  and 
Secondary  Schools,  the  National 
Accreditation  Council  for  Agencies 
Serving  the  Blind,  and  the  National 
Association  of  Independent  Schools. 
It  is  licensed  by  the  Massachusetts 
Departments  of  Education  and  Mental 
Retardation  —  and  by  the  Common- 
wealth's Office  for  Children. 


Report  of  the    President  of  the    Board  of   Trustees  and 
THE    Director  of    Perkins    School  for  the    Blind 


T 

I     he  1987—88  school  year  gave 
us  a  number  of  occasions  to  cele- 
brate Perkins  School  as  a  leader  of 
education  for  the  blind  and  multi- 
handicapped  throughout  the  world. 
First  of  all  we  honored  the  150th 
anniversaries  of  two  illustrious 
Perkins  Directors:  in  October  we 
celebrated  the  achievements  of 
Michael  Anagnos  who  established 
the  world  s  first  Kindergarten  for  the 
Blind  on  the  Perkins  campus,  and 
who  initiated  the  historic  trip  Anne 
Sullivan  made  to  meet  her  future 
student  Helen  Keller;  in  May  we 
celebrated  the  anniversary  of  Dr. 
Samuel  Gridley  Howe  and  his  work 
with  Laura  Bridgman  —  the  first 
deaf-blind  child  ever  to  be  educated. 

We  also  recognized  two  other  indi- 
viduals for  their  outstanding  con- 
tributions to  blind  and  deaf-blind 
education.  At  a  spring  ceremony 
where  deaf-blind  students  performed 
a  one-act  play  about  Laura  Bridgman, 
we  presented  the  prestigious  Anne 
Sullivan  Medal  to  former  Director 
Dr.  Edward  J.  Waterhouse  for  his 
many  years  of  service  to  the  school. 
We  also  recognized  Massachusetts 
Congressman  Joseph  D.  Early  for 
his  efforts  in  Congress  to  insure 
adequate  funding  for  deaf-blind 
services. 


Finally,  at  the  graduation  exercises  in 
June,  1988  we  presented  the  Anne 
Sullivan  Medal  to  Senator  Edward 
M.  Kennedy  for  his  work  on  behalf 
of  blind  and  multi-handicapped 
children  and  their  families  through- 
out the  United  States. 

Meanwhile,  both  on  and  off-campus 
programs  at  Perkins  have  flourished. 
Starting  with  the  one  that  served 
our  very  youngest  "students,"  the 
Infant  Toddler  Program  had  almost 
50  families  during  the  1987-88 
school  year.  Perkins  staff  from  this 
program  also  developed  a  number 
of  new  affiliations  with  other  Early 
Intervention  Programs  throughout 
the  New  England  region. 

On  campus  we  continued  to  pro- 
vide comprehensive  programming 
for  our  students  and  clients  in  the 
Preschool  Program,  the  Lower 
School,  Secondary  Services,  the 
Severe-Impaired  Program,  and 
Adult  Services.  The  Deaf-Blind 
Program  on  campus,  including  the 
New  England  Regional  Center  for 
Deaf-Blind  Services,  implemented 
Total  Life  and  Vocational  grants 
provided  by  the  federal  government 
this  year. 


The  off-campus  programs  attracted 
a  number  of  new  students  from  the 
pubhc  schools  to  join  in  Outreach 
Programs — and  additional  adult 
clients  to  participate  in  the  Projects 
with  Industry  Program.  Perkins  pres- 
ently operates  three  houses  and  four 
apartments  for  Community  Living 
Services  clients,  and  we  are  analyz- 
ing the  prospects  of  expanding  this 
program  in  the  future. 

The  Perkins  Library  for  the  Blind 
and  Physically  Handicapped,  serving 
thousands  of  consumers  throughout 
the  Commonwealth,  worked  closely 
this  year  with  state  officials  and 
blind  consumer  organizations  for 
the  expansion  and  improvement  of 
library  services.  The  outcome  of 
those  efforts  is  still  unknown,  but 
Perkins  remains  committed  to 
developing  a  regional  library  that 
will  meet  National  Library  Service 
standards  as  set  by  the  Library  of 
Congress  in  Washington,  D.C. 


Tlie  School  and  Research  Libraries 
continued  to  provide  books  and  other 
materials  to  Perkins  students  and 
staff,  as  well  as  to  visitors,  students 
and  trainees  from  other  states  and 
many  foreign  countries. 

Finally,  we  were  extremely  active 
this  year  in  Perkins  International 
Services  and  Programs.  We  provided 
teacher  training  and  in-service 
consultation  in  a  number  of  coun- 
tries (including  Spain,  Portugal, 
Argentina,  Guyana,  Israel,  Australia, 
Greece  and  Scotland)  and  conducted 
two  Brailler  Repair  Training  Pro- 
grams (in  Kuala  Lumpur,  Malaysia 
and  Nairobi,  Kenya).  Staff  members 
made  presentations  at  three  inter- 
national meetings  and  conferences: 
a  Preschool  Education  Conference 
in  Scotland,  the  Executive  Committee 
Meeting  of  the  International  Associa- 
tion for  the  Education  of  Deaf-Blind 
in  England,  and  the  International 
Council  for  the  Education  of  the 
Visually  Handicapped  Conference 
in  Spain.  The  school  also  published 
two  issues  of  The  Educator,  an 
international  journal  on  issues 
concerning  blindness. 


We  are  proud  to  announce  that 
at  the  end  of  the  fiscal  year  the 
Development  Committee,  headed 
by  Dudley  Willis,  had  already  raised 
$1,750,000  for  Perkins'  first  major 
Capital  Campaign.  The  Committee 
expects  to  reach  the  $2  million 
Campaign  goal  by  January  1989. 

Surpassing  all  previous  records, 
this  year  the  Annual  Fund  reached 
1500,000. 


c   installation  of  new  electrical 
systems  and  new  service  brought 
to  campus. 

Furthermore,  the  Board  of  Trustees 
and  the  school's  administration  were 
able  to  increase  all  staff  salaries 
and  fringe  benefits  for  the  fourth 
consecutive  year — and  to  success- 
fully implement  the  new  Tuition 
Reimbursement  Program  for  its 
second  year. 


Because  of  the  generous  support 
of  many  individuals,  foundations 
and  corporations,  Perkins  was 
able  to  accomplish  several  campus 
improvements  this  year  including 
the  following: 

exterior  renovations  for  several 
campus  buildings 

purchase  of  new  furniture  and 
equipment  for  classrooms  and 
residential  buildings 


Capital  Campaign 


Millions 
of  Dollars 

275 


We  regret  having  lost  the  guidance 
of  three  incorporators  this  year:  Mr. 
Nelson  Coon,  Dr.  Josephine  Taylor, 
and  Mrs.  Charles  Wiggins  II.  As  we 
recall  their  many  years  of  service, 
we  will  also  miss  their  friendship 
and  support. 

As  has  always  been  true,  the  suc- 
cess of  our  programs  depends  on 
the  continued  dedication  of  board 
members,  staff  and  volunteers. 
Again,  we  wish  to  thank  these  indi- 
viduals for  their  commitment  and 
tireless  work  on  behalf  of  hundreds 
of  Perkins  students  and  clients  who 
were  served  in  1987—88. 


2.0 
1.5 
1.0 
75 

Year 


1988 


w 

1989 


PARENTS  KNOW  THEIR  CHILDREN  THE  BEST. 

THE  OBJECTIVE  OF  PRESCHOOL  EDUCATION  IS  TO  HELP  PARENTS 

DISCOVER  WHAT  THEIR  CHILDREN  CAN  DO  — AND  TO  ENCOURAGE  THEM 

TO  BE  THEIR  OWN  CHILD'S  ADVOCATE. 


O     O' 


Perkins    Preschool    Services 


n 

^  #  n  a  Monday  morning,  staff  of  the  Infant  Toddler  program  at  Perkins 
School  take  out  the  music  boxes,  plastic  stacking  blocks,  and  stuffed  animals 
before  they  meet  with  the  volunteers  to  discuss  the  day's  lesson  plan.  It  is 
the  morning  of  the  week  when  mothers  (and  frequently  fathers,  too)  bring 
their  birth  to  three-year-old  infants  for  a  morning  of  shared  activities.  After 
greeting  one  another  and  singing  some  songs,  the  parents  adjourn  to  another 
room  while  the  children  stay  in  the  playroom  with  staff  and  volunteers.  With 
pop-up,  spin-around  and  other  toys  about  them  on  the  floor,  the  toddlers 
discover  new  objects  while  they  become  accustomed  to  unfamiliar  adults  and 
children.  ^  Meanwhile  the  parents  meet  to  ask  questions  and  to  share  infor- 
mation among  themselves  and  with  Perkins  staff.  They  discuss  techniques 
they  have  discovered  to  help  their  children  listen  more  attentively  —  or  grasp 
more  firmly  —  or  start  to  crawl.  Some  will  have  suggestions  about  toys  that 
are  especially  useful;  others  will  have  ideas  on  how  to  deal  with  the  sisters 
and  brothers  of  their  blind  infants.  Teachers  listen  and  offer  information  as 
well  as  practical  suggestions.  The  group  meets  for  two  hours  until  it  is  time  to 
join  the  toddlers  for  a  snack  in  the  kitchen.  ^  Just  a  little  way  across  campus 
at  the  Preschool  House,  children  a  little  older  (ages  3—6  years)  are  in  the  large, 
sunny  living  room  on  the  east  side  of  the  building 
playing  with  a  different  set  of  toys:  big  wheel  scooters.  The  hospital  helped  us  with  the 

clocks,  puzzles,  and  musical  instruments.  They  will  have 

medical  problems,  but  they  couldn't 

20-30  minutes  to  do  what  they  want  before  circle  time, 

tell  us  what  it  would  be  like  to  deal 

with  visual  im,pairm,ent.  The 

Perkins  Infant  Toddler  program 

helped  us  learn  what  to  expect. 

—  Mother  of  a  Preschooler 


snack,  and  a  mornings  round  of  classes.  School  will  last  until  after  lunch 
when  the  bus  or  parents  come  to  take  the  children  home.  ^  Both  of  these 
"Monday  mornings"  are  part  of  the  Perkins  Preschool  Services  —  a  compre- 
hensive program  that  helps  families  work  with  their  visually-impaired  children 
— and  that  prepares  children  for  entering  school.  Employing  a  three-pronged 
approach  that  includes  parent  support  groups,  home  visits,  and  hands-on 
training,  Perkins  Preschool  Services  enables  parents  to  better  understand  the 
consequences  of  visual  impairment,  and  then  to  take  measures  that  will  speed 
their  children's  development.  The  goal  of  the  program  is  to  help  blind  and 
multi-handicapped  children  develop  their  minds  and  bodies  to  the  fullest 
extent — for  their  future  success  in  school,  and  for  independence  in  later  life. 
Infant       Toddler       Program 

The  Infant  Toddler  Program  at  Perkins  School  is  designed,  above  all,  to  support 
families.  Recognizing  that  parents  will  always  be  the  primary  influence  on  a 
child,  and  realizing  that  parents  know  their  children  best,  the  program  estab- 
lishes a  partnership  between  parents  and  professionals  for  special  care  of 
blind  infants.  The  program  is  based  on  the  belief  that  early  introduction  of 
services  maximizes  the  physical  and  mental  development  of  the  child.  ^  The 
Infant  Toddler  Program,  started  in  1980  as  a  model  dem- 
onstration project  for  other  agencies  and  institutions  in  New  Perkins  School  has  helped  us 
England,  provides  both  direct  services  and  consultation. 

Professional  staff,  including  teachers,  therapists  (occu- 

—  not  ivhat  she  couldn't. 


focus  on  what  our  baby  could  do 


-  Father  of  an  Infant 


CHILDREN  WITH  VISUAL  IMPAIRMENT  REQUIRE  SPECIAL 

AND  UNIQUE  CURRICULUM  STRATEGIES  INCLUDING:  CONCEPT  DEVELOPMENT, 

UTILIZATION  OF  LOW  VISION,  ACADEMIC  FUNCTIONING,  COMMUNICATION 

SKILLS,  AND  SENSORY  MOTOR  SKILLS  DEVELOPMENT. 


IN  THE  EARLY  EDUCATION  PROCESS,  CHILDREN  BECOME 

FAMILIAR  WITH  THEIR  PHYSICAL  EIWIRONMENT,  REDUCING  FEARS  AND  MAKING 

IT  EASIER  FOR  THEM  TO  LEARN  LATER  ON. 


pational,  physical,  and  speech)  meet  with  parents  during  Monday  morning 
meetings,  monthly  evening  meetings,  and  in  their  own  homes  to  discuss  a  range 
of  theoretical  and  practical  issues.  They  also  provide  expertise  to  dozens  of 
professionals  in  Early  Intervention  programs  operating  throughout  the  New 
England  region.  ^  The  Monday  morning  meetings,  and  the  monthly  evening 
meetings  (focused  on  topics  of  interest)  provide  a  forum  where  parents  can 
share  information  and  support  one  another  through  difficult  periods  of  stress 
and  adjustment.  It  is  the  time  when  parents  can  learn  about  academic  research 
and  medical  discoveries  —  and  when  they  can  describe  their  own  problems 
and  successes  with  their  children.  A  father  recently  commented,  "We  use  the 
parent  meetings  to  find  out  what  we  can  expect  next.  It  makes  us  feel  good  to 
be  able  to  ask  other  parents  what  their  children  are  doing  at  certain  stages — 
so  we  can  get  a  sense  of  how  our  daughter  is  doing.  Without  talking  to  other 
parents,  we  have  no  way  of  knowing  patterns  of  development."  ^  The 
cornerstone  of  the  Infant  Toddler  Program  is  the  "home  visit."  During  this 
regularly  scheduled  time  (one  to  four  times  a  month)  Perkins  staff  meet  with 
families  in  their  own  settings  —  to  establish  goals  and  to  discuss  specific 
things  the  family  can  do  to  speed  the  child's  grasp  of  his  or  her  environment. 
It  is  a  time  when  parents  can  describe  particular  issues 

— and  when  the  parents  and  teacher,  working  as  a  team.  We  view  parents  as  "adult 

can  develop  strategies  to  reach  a  child's  specific  goals.  ^ 

learners.^'  Our  program  helps 

One  mother  explained,  "When  the  Perkins  teacher  came 

them  start  on  a  life-long  course  — 
one  they  didn't  sign  up  for  and 
often  dont  get  credit  for — but  one 
that  can  be  very  rewarding. 

—  Social  Worker 


into  our  home,  he  not  only  hstened  to  the  feehngs  we  needed  to  express,  but  also 
helped  us  with  everyday  practicalities.  I  needed  help  on  feeding,  for  example, 
and  teaching  my  daughter  how  to  use  a  spoon.  She  was  old  enough  to  crawl, 
but  we  couldn't  motivate  her.  The  teacher  showed  us  how  we  could  use 
things  she  could  hear  or  smell  to  make  her  want  to  explore.  We  made  a  pro-  — 

gram  together  and  outlined  activities  that  seemed  reasonable  for  us  —  in  our 
house,  and  with  our  family.  During  the  Perkins  staff  home  visits  I  learned  to 
accept  my  baby's  blindness,  and  move  beyond  my  grief  to  enjoy  her  progress." 
^  Perkins  Infant  Toddler  staff  also  provide  consultation  to  other  agencies 
that  deliver  home-based  services  to  handicapped  infants.  As  members  of 
a  school  noted  for  its  expertise  in  visual  impairments,  Perkins  teachers 
frequently  aid  other  professionals  who,  in  the  course  of  their  own  activ- 
ities, may  need  to  determine  the  scope  of  an  infant's  visual  impairment  —  or 
give  direct  services  to  a  blind  child.  ^  Finally,  the  Infant  Toddler  program 
is  a  means  of  bringing  parents  together  to  articulate  the  needs  of  their 
blind  infants  to  the  larger  community.  In  recent  years  government  agen- 
cies have  undertaken  tlie  support  of  some  preschool  services,  but  making 
blind  children's  needs  apparent  to  legislators  and  the  public  is  an  ongoing 
process.  At  the  Perkins  Infant  Toddler  program,  parents 
work  together  to  define  the  collective  needs  of  their  I  got  emotional  strength  from  just 

children  as  well  as  appropriate  programs  and  services. 

being  at  Perkins.  So  many  families 
They  learn  how  to  become  their  children's  advocates. 

and  children  were  doing  tvell.  I 
began  to  believe  we  could,  too. 

—  Mother  of  a  Preschooler 


12 


VISION  LOSS  CAN  RESULT  IN  DELAYED 

CONCEPT  DEVELOPMENT  WHICH,  WITHOUT  EFFECTIVE  INTERVENTION, 

ALSO  SEVERELY  EFFECTS  THE  PUPILS  SOCIAL,  EMOTIONAL, 

ACADEMIC  AND  VOCATIONAL  DEVELOPMENT. 


i 


fS«JS3£:ir3~S-::  S 


IT  IS  ESTIMATED  THAT  85%  OF  A  CHILD'S  INFORMATION 

AND  UNDERSTANDING  IS  RECEIVED  THROUGH  VISION.  THE  TASK  OF  PARENTS 

AND  EDUCATORS  IS  TO  HELP  BLIND  CHILDREN  RECEIVE  THEIR 

INFORMATION  THROUGH  THE  OTHER  SENSES. 


Preschool       Program 

A  day  at  the  Preschool  Program  at  Perkins  is  much  the  same  as  it  is  anywhere: 
a  routine  (with  variations)  of  playing,  of  exploring,  of  practicing  skills,  and  of 
making  things  with  their  hands.  At  Perkins,  however,  the  children  have  a 
special  curriculum  that  emphasizes  sensory  perception,  mobility  skills,  and 
the  special  cognitive  needs  of  blind  and  visually-impaired  children.  ^  "The 
goal  of  the  Preschool  program  is  to  help  our  children  build  a  base  of  compe- 
tence that  will  make  them  successful  in  school  and  in  life.  Keeping  in  mind 
individual  needs  and  the  unique  demands  of  visual  impairment,  we  take 
children  at  their  individual  functioning  levels — and  help  them  to  develop  their 
potential,"  a  Perkins  Teacher  explained.  ^  That  help  may  come  in  a  number 
of  ways.  Some  children,  just  learning  the  value  of  sounds  and  smells  as  a  way 
of  orienting  themselves,  are  learning  to  use  these  senses  for  finding  what  they 
want.  Others  are  concentrating  on  mobility.  Still  others  are  learning  how  to 
handle  materials  that  will  be  used  for  reading  and  writing  Braille.  Supplied 
with  computers,  number  cards,  games,  and  an  array  of  tactile  and  visual  aids, 
teachers  work  with  students  on  a  one-to-one  basis,  following  an  Individual 
Educational  Plan  (lEP)  tailor-made  for  each  child.  ^  One  Perkins  Preschool 
Program  mother  said,  "Blind  children  have  fewer  clues 
about  the  composition  of  the  outer  world  than  other  chil-  The  Perkins  Program  gave  us  a 

dren.  It  is  frightening  for  them  until  they  begin  to  estab- 

chance  to  compare  our  child's 
lish  physical  boundaries  and  develop  mental  structures. 

m,edical  history  with  others.  We 
learned  about  different  educational 
philosophies,  new  technologies, 
and  government  programs. 

—  Mother  of  Preschooler 


The  Preschool  Program  gives  the  children  these  structures.  The  day  has  a 
a  routine  and  the  teachers  set  definite  limits.  Pretty  soon  children  feel  com- 
fortable, gain  confidence,  and  begin  to  do  things  for  themselves."  ^  The 
fine  motor  skills  classroom  is  where  the  children  learn  to  use  "touch" 
effectively.  They  learn  to  identify  textures,  to  figure  out  sizes  and  to  identify 
objects.  They  stack  things,  they  push  computer  keys,  and  they  learn  to  find 
raised  shapes  on  paper.  In  the  language  room  they  work  with  a  teacher  and 
a  speech  therapist  to  develop  the  skills  of  listening,  following  directions, 
and  understanding  the  relation  of  spoken  to  written  word.  In  the  vision 
classroom  the  children  with  residual  vision  learn  tracking  and  how  to  use 
what  sight  they  have.  Others  sharpen  their  sense  of  touch  to  prepare  for 
reading  Braille.  ^  The  rest  of  the  time  children  play  in  the  playroom,  go  out- 
side, or  participate  in  special  activities.  They  may  help  their  teacliers  make 
a  snack  in  the  kitchen  or  join  classmates  to  play  musical  instruments. 
Frequently  they  work  together  on  special  art  projects.  ^  To  keep  families 
in  touch  with  the  children's  progress,  parents  and  teachers  send  a  log  book 
back  and  forth  with  the  child  —  documenting  accomplishments,  setting  forth 
goals,  and  offering  suggestions.  Twice  a  month  the  Preschool  Program  teacher 
visits  each  child's  home  to  review  progress  and  to  plan 
with  the  parents  for  the  following  weeks.  As  is  true  with 
the  Infant  Toddler  program,  the  home  visits  are  an  inte- 
gral part  of  the  partnership  between  school  and  home. 


The  Perkins  School  creates  an 


atmosphere  where  family  and 
staff  work  together  as  a  team. 


-  Consulting  Psychiatrist 


16 


Pkrkins    School  for  the    Blind 
Programs  and    Services  1988 


On   Campus   Programs 


Off   Campus   Programs 


Number 
in  Program 


Preschool  Program:  evaluation  and  individual  instruction 

for  children  ages  3—6  5 

^   Lower  School  Program:  individualized  instruction  and  support 

services  for  children  of  elementary  school  age  38 

°  Secondary  School  Services:  academic,  prevocational,  voca- 
tional training  and  independent  living  skills  training  for 
adolescents  62 

-  Severe-Impaired  Program:  comprehensive  programming  for 
severe,  multi-impaired  blind,  and  deaf-blind  students  from 
ages  10-22  13 

Deaf-Blind  Program:  language  development  and  living  skills 

training  for  deaf-blind  students  from  ages  5-22  57 

Adult  Services:  comprehensive  rehabilitation  programs  for 
blind,  deaf-blind,  and  head-injured  persons  18  years  and 
older  20 


Community  Living  Services:  four  community-based  super- 
vised housing  programs  for  adults  30 

Infant/Toddler  Program:  home-based  assessment  and  training 
for  birth  to  age  three  children  and  their  families;  also  consul- 
tation to  community-based  Early  Intervention  programs  45 

Outreach  Services:  weekend  activities  for  blind  adolescents 
throughout  New  England;  professional  development  for 
teachers  of  the  visually-impaired  throughout  New  England  40 

°  Preschool  Program:  consultation  and  direct  services  to 
visually-impaired  children  and  their  families  throughout 
various  cities  and  towns  in  Massachusetts  5 


Number 
n  Prograir 


Project  with  Industry  Program:  job  development,  short-term 
training,  and  adaptive  technology  support  for  blind  adults  in 
business  and  industry;  also  employers-awareness  training  120 

Perkins  Activities  Club:  fall  and  spring  term  sessions  centered 
on  computers,  crafts,  singing  and  other  activities  for  alumni 
and  visually-impaired  adults  40 


Additional       Services 


Diagnostic  Evaluation  Services:  diagnosis,  evaluation  and 
referrals  for  blind  and  multi-handicapped  individuals  from 
Massachusetts  and  other  states  100 

Low  Vision  Services:  outreach  to  Deaf-Blind  students  through- 
out New  England  150 

New  England  Regional  Center  for  Deaf-Blind:  consultation  to 
professionals  and  direct  services  for  deaf-blind  students  and 
their  families  throughout  New  England  230 

Outreach  Services  for  Professionals:  in-service  training  for 

teachers  and  other  professionals  200 

Parent  and  Family  Services:  consultation,  counseling,  and 

in-service  training  for  parents  and  families  400 

Teacher  Training  Progi-am:  university  affiliations  to  train  U.S. 
and  overseas  professionals  in  all  fields  of  blindness  and  deaf- 
blindness  12 

Howe  Press:  manufacture  and  sale  of  Perkins  Brailler  and 

other  products  for  the  blind  7,000* 

Perkins  Library  for  the  Blind  and  Physically  Handi- 
capped: circulation  and  distribution  of  Braille  and  recorded 
materials  from  the  National  Library  Services  in  Washington, 
D.C.  12,000** 

Volunteer  Services:  participation  of  individuals  in  special 

activities  and  programs  at  Perkins  140 


*Consumers 
**  Patrons 


18 


Financial    Summary  i987-i988    School    Year 


Resources 

For  year  ending  August  31,  1988 


Tuition  (40. 5%)  $8, 160, 731 

Funds  Functioning  as  Endowment  (20.4%)  S4.1 16.467 
Investment  Income  and  Outside  Trusts  (16.8%)    $3,379,075 

Other  Revenues  (13.9%)  $2,802, 146 

Grants  (4.4%)  $    886,381 

Other  Gifts  and  Resources  (4%)  $    817,917 

Total      $20,162,717 


Expenses 

For  year  ending  August  3 1 ,  1988 


Education  (47.3%) 
Depreciation  (9.4%) 
Employee  Benefits  (8.4%) 
Buildings  and  Grounds  (8.4%) 
Administration  (7.5%) 
Transfers  for  Plant  (5%) 
Special  Departments  (6.6%) 
Household  and  Food  Services  (2.9%) 
Interest  (4.5%) 


$9,535,995 

$1,894,861 

$1,700,844 

$1,695,877 

$1,504,498 

$1,017,475 fj 

$1,324,810 

$    582,497 

$    905,860 i-$; 


Total      $20,162,717 


Student         Registration 

As  of  November  1,  1988 


Preschool 
Services 

Lower 
School 

Secondary 
Services 

Severely 
Impaired 
Program 

Deaf- 
Blind 
Program 

Adult 
Services 

Total 

New  England 

Total 

5 

37 

59 

11 

52 

17 

181 

Other 

0 

1 

4 

1 

5 

3 

14 

Total 

5 

38 

63 

12 

57 

20 

195 

The    Perkins    Endowment 


T 

I     he  Perkins  Program,  as  it 
has  developed  and  been  maintained 
for  more  than  one  hundred  and  fifty 
years,  rehes  on  an  endowment 
provided  by  generous  individuals. 
As  with  every  private  school  and 
college  that  is  keeping  up  with  the 
times,  however,  Perkins  must  contin- 
ually add  to  its  endowment.  While 
bequests,  donations,  and  a  few 
government  grants  help  us  initiate 
new  programs,  we  need  tlie  pro- 
ceeds from  endowment  to  sustain 
regular  operations.  We  hope  that 
our  friends  will  continue  to  support 
us  —  as  we  continue  to  offer  quality 
programming  at  Perkins. 

Form  of  Bequest:  I  hereby  give, 
devise  and  bequeath  to  the  Perkins 
School  for  the  Blind,  a  corporation 
duly  organized  and  existing  under 
the  laws  of  the  Commonwealth 
of  Massachusetts,  the  sum  of 

dollars 

(S ),  the  same  to  be  applied 


to  the  general  uses  and  purposes  of 
said  corporation  under  the  direction 
of  its  Board  of  Trustees;  and  I  do 


hereby  direct  that  the  receipt  of  the 
Treasurer  for  the  time  being  of  said 
operation  shall  be  a  sufficient  dis- 
charge to  iny  executors  for  the  same. 

Form  of  Devise  or  Real  Estate: 

I  give,  devise  and  bequeath  to 
the  Perkins  School  for  the  Blind, 
a  corporation  duly  organized  and 
existing  under  the  laws  of  the 
Commonwealth  of  Massachusetts 
that  certain  tract  of  real  estate 
bounded  and  described  as  follows: 

[Here  describe  the  real  estate 
according  to  language  of  the  deed] 

with  full  power  to  sell,  mortgage  and 
convey  the  same  free  of  all  trust. 

Notice:  The  address  of  the  Treasurer 
of  the  Corporation  is  as  follows: 

John  W.  Bryant 
Fiduciary  Trust  Co. 
175  Federal  Street 
PO.  Box  1647 
Boston,  MA  02105-1647 


20 


Bequests  in    Fiscal   Year  i988 


Shirley  Bagg 
Diana  Bertrand 
Mary  R.  Bloomberg 
James  J.  Brennan 
Margaret  L.  Brown 
Lucile  S.  Calhoun 
Sarah  S.  Carleton 
Henry  D.  Cunningham 
Grace  L.  Eyrick 
Ethel  M.  Ferguson 
Theodore  Greenhood 
Ehna  Karolina  Hansson 
Chnton  J.  Heacox 
Harriet  E  Hersey 
Elizabeth  L.  Hewins 
Eleanor  Howard 
Anny  McLaurin  Johnson 
Edith  M.  Kendall 
Phyllis  B.  Kendall 
Georges  E.  Laurent 
Cele  Leavitt 
Basil  G.  Loupos 
Francis  L.  McNamara 
J.  Lawrence  McCormick 


Frank  E.  Mott 
Gertrude  M.  Myette 
Owen  F.  Gates 
Marguerite  V.  O'Brien 
Louise  H.  Parsons 
Nora  B.  Patton 
Jack  Rosenbaum 
Martin  D.  Rosenfield 
Ruth  F.  Schaefer  Trust 
Marion  G.  Townsend 
Mabel  H.  VanderWolk 
William  H.  Weston 
Catherine  Whitcomb 
Emily  Wood 


PERKINS  SCHOOL  FOR  THE  BLIND      175  NORTH  BEACON  STREET     WATERTOWN,  MASSACHUSETTS  02172 
TELEPHONE  617-924-3434     FAX  617-926-2027     TELEX  9012409886 


^L'^^'f^llU'-iA 


o    o    I       f  o 


n    u    a    I       Re 


kind       School       for        the       Blind 


2  /  Report  af  the  President  of  the 

Board  of  TrLutecd  and  the  Director  of 

Perkiihi  School  for  the  Blind 

6  I  Perkinj  Lower  School  Program 

16  I  Summary  of  Progranu  and 
Student  Regutratwn 

17  I  Financial  Summary 
1988-1989  School  Year 

20  I  The  Perkiiu  Endowment 


Annual        Report 


Report  of  the  PreAdent  of  the  Board  of  Triu<teej  and  the  Director  of 
Perkin.i  School  for  the  Blind 


K 


ineteen  eightv-nine  w  as  a  milestone  year  for  Perkins  School  for  the  BUnd. 
Tlirouuh  the  generosity  of  many  friends,  staff  and  Board  members,  we  completed 
onr  first  capital  campaign  with  resoimding  success.  Smpassing  om'  two  million 
dollar  goal  for  the  campaign,  we  raised  a  total  of  S2. 230. 000  to  renoyate  and 
ptirchase  equipment  for  the  Lower  School.   The  Annual  Fnnd  broke  all  pre\'ious 
records  to  reach  a  total  of  S600.000. 

hi  September  Perkins  was  awai^ded  a  generous  fiye-year  grant  of  $15 
million  from  the  Conrad  N.  Hilton  Foundation  of  Los  .\ngeles.  C'alifornia.   The 
grant  will  be  used  for  new  national  and  international  programs. 

hi  addition  to  the  Hilton  grant.  Perkins  School  receiyed  a  number  of  pro- 
gram srants  in  198^: 

>*  the  Deaf  Blind  Program  w  as  awarded  a  federal  goyernment  grant  to 
proyide  home-based  ser^"ices  in  low-\"ision  training  and  to  fiuid  sup- 
ported work  for  deaf-blmd  young  adults  (ages  16-22); 

>-      the  Head  Injury  Program  receiyed  a  gi'ant  of  equipment  (donated  by  IBM) 
and  services  (donated  by  Noitheastern  L  ni^"ersity  students  and 
professors)  to  encoin-age  the  use  of  computers  by  midti-impaired  adults; 

5^      tlie  Perkins  Library  for  the  Blind  and  Handicapped  receiyed  a  bequest 
from  the  Cliye  \\  .  Lacy  estate  to  set  up  a  recording  studio  on  campus. 
The  bequest  provided  the  Library  with  two  new  soimd-proof  booths  and 
state-of-the-art  recording  equipment.     \^  ith  the  help  of  \()lunteer  readers, 
the  Library  already  has  se\"en  books  in  production. 

The  Perkins  Project  with  Industry  received  special  recognition  for  efforts 
on  behalf  of  multi-impaired  blind  adults  seeking  employment.    Don  Breda, 
Training  and  Teclinical  Specialist  for  tlie  program,  was  presented  the 
Massachusetts  Commission  for  the  Blind  Carroll  Award  for  his  efforts  in  encour- 
aging New  England  employers  to  make  their  work  places  accessible  for  multi- 
handicapped  and  blind  atlults. 

Both  on  and  off  campus  programs  offered  comprehensiye  seryices  to  multi- 
handicapped  blind  cliildren.  adolescents  and  adults. 


CZ) 


The  Preschool  Program  served  infants,  toddlers  and  children  3-5  years  old. 
Working  closely  with  families,  the  program  helps  children  learn  the  skills  needed 
to  enter  school  programs  at  age  five.     It  also  serves  families  by  providing  a 
network  of  snpport  to  parents  who  are  learning  how  to  care  for  their  very  young 
multi-handicapped  bhnd  children. 

Perkins  Lower  School  enables  students  to  begin  academic  studies  and  to 
develop  independent  li\Tng  skills  through  individual  educational  plans.    This 
year  the  Lower  School  students  took  a  trip  to  Clape  C^od.  In  addition  to   practic- 
ing their  living  skills  in   a  new  environment ,  they  toured  the  Cape  and  hiked  the 
Braille  Trail. 

From  our  Secondary  Services  program,  fom*  students  went  to  Washington, 
D.C.  on  a  special  project  called  "Close  Up."   They  spent  a  week  visiting  offices 
and  meeting  government  representatives.   For  their  end-of-the-year  trip,  the 
Senior  Class  went  to  Florida  and  toured  Disney  World  and  Epcot  Center. 

As  always,  Perkins  continued  to  participate  in  a  number  of  international 
conferences  and  in-service  training  programs.    Many  visitors  from  foreign  coun- 
tries came  to  observe  our  programs.    In  addition,  staff  provided  consultation  and 
workshops  abroad:    in  Spain,  Portugal,  Guyana,   Greece,  and  the  Republic  of 
Estonia.    Perkins  also  continues  to  publish  an  international  journal   called  "The 
Educator'  -  now  with  a  circulation  of  over  2,000. 


The  Howe  Building 


On  campus,  tlie  Deaf-Blind  and  Severe-Impaired  Programs  provided  com- 
prehensive services  to  deaf-blind  and  mnlti-handicapped  students  ages  5-22  and 
10-22  respectively.    In  its  Adults  Sendees  (on  campus)  and  its  Community 
Living  Sei-vices,  Outreach  Services,  Project  with  Industry  Program  and  Activities 
Club,  Perkins  offered  the  means  for  multi-handicapped  and  blind  adults  to 
pursue  interests  and  to  live  independently  in  the  community. 

As  a  resource  to  the  entire  New  Enoland  area.  Perkins  offered  diagnostic 
evaluation  services,  low  vision  services,  and  family  services  to  htmdreds  of 
individuals  and  families  in  the  comniimity.    The  Perkins  School  also  sen-es  as  a 
resource  for  teacher  training  programs  both  in  the  Linited  States  and  in  several 
countries  abroad. 

Howe  Press,  in  its  107th  year  of  operation,  still  produces  the  most  diuable 
hand-operated  Brailler  in  the  world.   We  are  pleased  to  report  that  Barbara  Bush 
chose  the  Perkins  Brailler  as  a  gift  for  the  Laski  School  for  the  Blind  in  Warsaw, 
Poland. 

Although  we  had  an  excellent  vear  in  many  respects,  we  continue  to  be 
concerned  about  Massachusetts  budget  allocations  for  adults  who  are  multi- 
handicapped  blind.     We  have  begun  to  see  the  effects  of  budget  cms  on  both  the 
Regional  Librarv  ])rogram  and  services  for  multi-impaired  blind  adults.   The 
Perkins  Regional  Librarv  for  the  Blind  and  Handicapped  provides  an  essential 
service  to  countless  senior  citizens  as  well  as  to  younger  people;  the  Adult  Serv- 
ices Program  offers  comprehensive  care  for  multi-impaired  adults.    Unfortu- 
nately, both  programs  are  now  underfunded. 

We  regret  to  report  that  two  corporation  members,  Robert  Amory,  Jr.  and 
Rosamond  Lamb,  passed  awav  during  the  vear.   We  will  miss  their  guidance. 

We  wish  to  thank  Perkins  teachers  and  staff  for  their  dedication  and  out- 
standing service-and  we  wish  to  thank  the  many  individuals  who  continue  to 
support  Perkins  with  their  time  and  generous  gifts.     It  is  only  with  the  continued 
support  of  our  friends  and  benefactors  that  Perkins  can  provide  quality  educa- 
tion for  multi-handicapped  blind  chilch-en,  and  a  variety  of  services  for  multi- 
handicapped  blind  adults. 


C.  RichtirJ  Carbon 
Prejicknt 


Kevin  ,/.  Liwarc) 
Director 


Officer,!  of  the  Corporation 

/'resident 
C.  I^irliaid  (iarlson 

/  /(■('  I'lvsidents 

Mrs.  Mason  Fernald 

Dudley  H.  Willis 

Serrctdrv 
William     \.  Lowell 

lYeasKter 
John  W.  Bryant 

As.sistdiit  I fcustiivr 
H.  Gilnian  Nichols 

Boare)  of  Tru^tteM 

Marv  Mil  !■  IJrcnTian-Giosby' 

C.  Kicliaril  Carlson* 

Freddie  M.  ClilTord* 

William  .1.  Edwards 

Mrs.  Mason  Fernald 

All)erl  (ia\zat!;iaii* 

Paul  S.  Coodof 

Lorella  Warner  llolway 

Dr.  I'rederick  II.  Lovejoy 

1 1,  (iilman  Nichols 

Nicholas  U.  Sommerlcld 

Dudley  II.  Viillis 

Honorary  Triuiteej 

Roland  M.  Achin 
David  Cheever 

Gardner  Cushman 
,lolm  I  .owcll 

Halpli  B.  Williams 


*  A|l|>ninli-<l  li\    llic 
CoviTMiii    III   itir  <  Jilliniiniwrilllll 


B. 


.  erkiiio  School  for  the 
B/iiie)  iivz<(  incorporated 
Ahjrch2.  I,S29.    Theochool 
ij  cm  (iccrcihtci)  nieniher  of 
the  New  Enfflaiii)  Ajooaa- 
tion  of  CoUeijeo  one)  Secoii- 
()ary  Schoob,  the  National 
Accreihtalion  Ciumcil  for 
Agencies  Seiving  the  Blind, 
and  the  National  Amocm- 
tion  of  Independent  Schoob. 
Il  io  liceii.ied  />}/  the  Jlaooa- 
chuoett,'  Departmental  of 
Blducation  and  Alental  Re- 
tardation —  and  by  the 
Commonwealth  ',<  Office  for 
Children. 


CD 


In  troduction 


T 

-/-he  Perkins  lJO\^•el■  Scliool  provides  eduiatioTial  and  otliei'  su|)|)ort  services  for 
children  from  as;es  five  to  fifteen.    Estabhshed  in  loo7.  llie  Lo\vei-  School,  or 
Kindergarten  as  it  was  originally  callecf  is  the  oldesi  |)i-ograni  Cot  hMnd  children 
of  this  age  gronp  in  the  world.  W  hen  Dirccior-  Michael  Anagno^  ojiencd  the 
doors  of  the  scliool  at  its  first  cainpns  in  .laniaica  Plain,  educaling  blind  children 
lor  independent  lixiiig  and  academic  work  was  an  idea  ahead  ol  lis  time. 

Today,  there  are  38  students  in  the  Lower  School  al  Perkiirs.  with  more 
than  hall  li\ing  in  Vnagnos  and  Bradlce  (iottages  on  cain|)iis.    Most  students 
have  handica|)s  in  addition  lo  iheir  blindness:    hearing  loss,  orthopedic  prob- 
lems, developmental  dela\>.  and  other  <li'iabililie-^.    I  hi-  ihildren  are  served  by  a 
staff  which  includes  teachers,  clinical  stall,  specialists,  hoiiseparents  and  [)i()- 
gram  aides. 

The  hallmark  oi  the  Perkins  I  .nwcr  School  program  is  its  leani  approach  lo 
individualized  instruction.    (  hildrcn.  working  on  parlirnlar  skill--  in  die  class- 
room,  have  these  skills  reinlorced  thronghont  tin-  da\  -  in  intisic,  |jh\sical  edu- 
cation. mol)ilitv  lessons  and  other  acti\ities.   The  cottage  staff  memi)ers  who 
h(dn  in  the  classroom  diuino-  the  (la\  also  woik  with  the  children  in  llie  excniiig; 
hence  there  is  a  conlinnilv  between  what  i^  learned  in  school  and  jiracliced 
during  after-school  hour^.      llie  n-Milt  i^  a  cohesive  |)rograni  that  ma.\imizes 
learning. 

The  high  teacher-studem  ratio  at  Perkins  enablcvs  staff  lo  idenlifx  and 
tailor-make  an  educational  |)rogram  to  meet  each  child's  indi\idnal  needs. 
Using  a  creatiNc  approach  thai  constantly  searches  out  (-aeh  child's  sirenglhs 
and  builds  on  them  for  liiinre  learning,  teachers  are  able  to  lead  students 
through  incremental  steps  of  achieveineni.    \\  hen  children  leave  the  Perkins 
Lower  School,  they  have  taken  tlieir  first  giant  steps  toward  self-fulfillment  and 
independence. 

The  activities  and  work  of  the  following  four  students  typify  the  Perkins 
Lower  School  program. 


•^-^-^^ 


The  Per  kind  Lower  School  provided  educational  and  other  dupport 

derviced  for  children  from  aged  five  to  fifteen.  Ed  tab  lid  bed  in 

1887,  the  Lower  School,  or  Kindergarten  ad  it  wad 

originally  called,  id  the  oldedt  program. 

for  blind  children  of  thid  age 

group  in  the  world. 


\\  lien  Alicia  arrives  at  her 
classrooiii  in  llie  niorninu;. 
she  lakes  oiU  I  lie  Braille 
schednle  llial  .ImU  Palmer, 
her  teacher,  has  jiut  in  her  three-ring 
hinder  and  reads  il  to  remind  herself 
whal  sliewill  he  doingthal  day.  With  10 
differeni  jjeriods  during  a  Perkins  School 
fiay,  Alicia  mav  nol  alw  ays  remember  a 
single  day's  routine.  Three  days  a  week 
she  has  mobility  lessons,  and  dnee  days 
she  has  physical  education  or  swim- 
ming, but  there  are  lots  of  other  activi- 
ties scheduled  ihroiighoui  the  week  as 
well:  piano  lesson,  typing,  Braille  music, 
and  her  sensory-motor  integration 
classes.  All  of  these  are  clustered  around 
her  regular  academic  work  in  language, 
math  and  social  studies  with  Judy  Palmer. 
When  Alicia  was  six  months  old, 
a  doctor  discovered  a  serious  medical 
problem  that  would  result  in  vision  loss. 
The  first  couple  of  vears  were  difficult 
lor  the  entire  family,  liiil  .Alicia  soon 
demonstrated  she  could  learn  and  even- 
tually become  independent. 

Now  she  is  eleven  years  old.  Slii> 
came  to  Perkins  in  the  fall  of  1988;  she 
is  a  resident  at  the  school,  and  is  in  an 
advanced  classroom. 

"We  looked  for  a  school  for  quite  a 
while,"  Alicia's  mother  explained.  "She 
had  been  in  another  school  that  wanted 
to  keep  her,  but  it  simply  wasn't  work- 
ing out.    Alicia  was  becoming  increas- 


inglv  withdrawn.  She  didn't  want  to  go 
to  school  and  she  didn't  want  to  do  anv- 
ihing  else.  We  knew  we  had  to  make  a 
change  for  her." 

As  a  resident  student,  .\licia  can 
make  easy  transitions  from  dailv  class- 
room activities  to  the  more  relaxed  ones 
in  the  evening.  This  is  important  lor  her 
because  she  tires  quickly;  in  fact,  she 
often  takes  a  nap  before  diiinei-  an<l  the 
evening  activities  begin. 

These  activities  give /Micia  a  chance 
lotr\  new  lliingsandl)e  with  her  friends. 
On  .Monday  she  joins  classmates  for  the 
weekly Anagnos (lottage meeting.  Tues- 
day she  goes  with  everyone  in  the  cottage 
on  a  field  trip.  On  Wednesday  she  has 
Girl  Scouts,  and  on  Thursdays  Alicia  is 
part  of  a  group  working  on  drama  pres- 
entations. Friday  she  goes  home  to  be 
with  her  family  for  the  weekend. 

One  of  Alicia's  houseparents,  Kevin 
Hartigan,  says  she  is  very  independent, 
able  to  take  initiative,  and  lo  make  up 
her  own  min<l.  I  le  also  says  she  is  a  good 
sport  and  can  take  teasing.  "Alicia  asked 
me  \\  hat  she  should  be  lor  I  lalloween 
this  year  and  I  told  her  I  thought  she 
would  make  a  good  witch. "  he  reported. 
"She  just  laughed." 

When  asked  what  she  would  like  to 
do  when  she  grows  up,  Alicia  mused, 
"Ihn.  1  don't  really  know  how  to  answer 
that  ((uestion.  1  guess  I  would  like  to  be 
a  singer  or  a  social  worker." 


^im0^ 


When  tlie  liijlil  oiilside  is  just 
liulil.  licit  too  briglil  or  not 
I  oi  H  iNcirast,  Jessica  can  walk 
fiDMi  her  classroom  to  the 
Ilowe  Buildiiii;  in  almost  recoifl  time. 
With  the  guidance  of  her  mol)ilitv  teacher, 
Kathy  Heydt,  Jessica  is  learning  to  use 
the  residual  N-ision  in  iier  lell  cxe  ior 
clues  altoni  liti'  cun  ironmciii .  Katlu 
savs  Jessica  is  now  ha\  ini;  her  first  expe- 
rience crossiii";  streets  on  her  own. 
Watching  wheic  the  coloi-  changes  be- 
iwccn  tlie  grass  and  the  sidewalk.  Jessica 
can  goal!  the  \\a\  honi  ihc  I  .iiw  ciSchdol 
Id  the  Mow  !■  I5nilding\\  iihoni  assistance. 
I  Aki'  her  classmates,  she  is  learning  how 
to  be  "indc|)(ndi'ni: "  her  moliiliiv  les- 
sons help! 

Jessica  is  a  day  stiidcnl  from  (lam- 
bridge,  Massachusetts.  She  is  bilingual. 
Although  she  is  (lela\('d  in  some  aspects 
ol  her  dexeiopmcTil.  she  learns  (|iiicklv 
and,  as  her  mother  says,  "she  always 
catches  n|i."  In  languages  she  is  ahead. 
"When  we  speak  Spanish  at  home,  she 
answers  in  Spanish.  When  we  speak 
English,  she  answers  in  English  -  and 
when  we  nii,\  ihem.  she  does  that  too!" 
Like  man\  ol  the  Perkins  Lower 
School  children.  Jessica  was  born  pre- 
maturely. She  lost  her  vision  as  a  result 
of  sustained  pure  oxygen  iiUake.  Her 
family  did  not  realize  she  had  retinopa- 
thy until  she  was  about  four  monlhsold. 


Ah  hough  Jessica  has  been  to  other 
schools.  hei-  mother  sa\s  she  has  shown 
more  rapid  academic  (irogress  since  she 
came  to  Perkins.  In  classroom  exer- 
cises, her  teacher  Priscilla  (iliapin  ex- 
plains. Jessica  is  practicing  the  skills 
she  will  use  when  she  begins  to  read  and 
do  math  in  Braille.  Tracingshapes  with 
her  fingers,  she  can  identify  figures  and 
mmibers.  She  is  also  beginning  to 
understand  more  difficult  language 
concepts  such  as  comparison  and  gen- 
eralization. 

.\ccording  to  her  pinsical  educa- 
tion teacher,  George  Ball,  "Jessica  can 
run  more  la|)s  than  anyone  else. 
She  is  always  willing  to  try  things,"  he 
says.  "She  is  learninghow  losw  im  right 
now  and  even  though  she  still  needs  to 
wear  arm  floats,  she  can  get  from  one 
end  of  ilic  pool  to  the  other."  .\s  all 
Lower  School  children  do.  she  has 
physical  education  three  times  a  week 
for  a  total  of  00  minutes.  During  that 
time  she  participates  in  a  range  of  ac- 
tivities from  swimming,  running,  and 
riding  a  stationary  bike  to  all  kinds  of 
team  games. 

Without  exception,  Jessica's  teach- 
ers speak  alioul  her  kindness  and  her 
consideration  of  other  children.  She  is 
the  one.  Priscilla  (Ihapin  says,  who 
always  checks  to  see  that  everyone  is 
in(  hided  in  an  activity. 


■.4> '■'■■:->. 

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--^-^-^ 


Zl^£  hallmark  of  the  Perkiiu  Lower  School  Program  U  iU  team. 

approach  to  individualized  instruction.  Children,  working 

on  a  particular  skill  in  the  classroom,  have  those 

skills  reinforced  throughout  the  day— in 

music,  physical  education, 

mobility  lessons  and 

other  activities. 


•--^«^-- 


Uifing  a  creative  approach  that  corutantLy  dearchet)  out 

each  child'*)  dtrengthd,  and  buildtt  on  thedefor 

future  learning,  teacherd  lead  Perkind 

Lower  School  dtudentd  through 

incremental  dtepd  of 

achievement. 


vt\^^\^^ 


C.ar\  is  a  new  stii(l(Mir  at 
Pi'ikins.  I  Ic  (  ainc  al  llic  lic- 
j^iaiiiiig  of  the  .siiininer  last 
year  and  stayed  on  as  a  resi- 
dent student  in  the  fall.  His  parents  are 
from  New  Manipshire  and  they  chose 
Perkins  because,  even  though  Gary  had 
been  in  school  for  some  time,  they  felt  he 
needed  encouragement  to  do  more  for 
himself.  Gary  has  vision  loss  and  devel- 
opmental delays. 

"Gary  was  nine  years  old  when  he 
began  here,"  his  mother  reports.  "He 
knewalot  of  vocabulaiN  when  lie  came, 
but  Nvc  were  concerned  about  his  inabil- 
ity to  express  himself.  We  didn't  see  a  loi 
ofgrowth  where  he  was.  Now  he  is  doing 
more  for  himself  and  he  is  making  prog- 
ress with  his  languaue  skills,  as  well.  He 
is  talking  a  lot  more." 

His  teacher.  Storm  Barkus,  agrees. 
She  explains  that  Gary's  school  program 
is  focused  on  developing  his  ability  to 
recall  words  and  to  use  them  correctly. 
"For  example,"  his  teacher  ex- 
plained, "  a  hole  is  a  concept.  We  want 
Gary  to  understand  I  he  concept,  and  not 
simply  the  word  as  rote  memory.  When 
he  is  in  a  crafts  class  and  he  is  working 
with  a  needle  and  thread,  we  illustrate 
the  meaning  of  the  worfl  for  him  l)\ de- 
scribinghisactivit)'.  He  holds  the  needle, 
he  puts  the  thread  through  the  hole  in 
the  needle;  as  he  does  so,  we  explain  how 
the  empty  space,  the  hole,  is  filled  with 


the  threail.  Then  N\(-  encourage  him  to 
makeanollier hole  in  llic  fabric.  Weare 
constantly  watching  lor  oppoil unities 
to  teach  him  language  as  it  grows  out  of 
his  own  ex|)erience." 

When  Gary  leaves  the  classroom  at 
the  end  of  the  school  day,  he  goes  back 
to  Bradlee  Gottage  where  he  spends 
time  with  otlii'rs  ol  his  Perkins  team. 
The  person  most  likely  to  lie  with  Gary 
is  Mary  Miles,  a  program  aide  who  is 
also  a  student  al  Lesle\  Gollege.  Mary 
spends  five  nights  at  Bradlee  each  week 
and  she  knows  Gary  well. 

"He  is  a  very  interesting  and  intel- 
ligeul  child,"  Mary  explains,  "but  he 
needs  prompting  to  express  himself 
verbally.  We  have  worked  out  a  num- 
ber of  strategies  that  motivate  (iary  lo 
talk.  For  examjile.  we  are  carebil  lo 
observe  the  toys  he  likes,  and  we  en- 
courage him  to  name  each  one.  He  loves 
music;  in  fact,  he  will  ol'teii  tell  us  the 
things  he  is  thinking  in  a  song." 

Gary  shares  a  room  in  his  cottage 
with  lw(i  oilier  bo\s  about  his  same  age. 
Painted  blue,  carpeted  and  bunislied 
witli  curtains,  oak  bed  and  dresser,  the 
room  pleases  Gary.  Mary  says  he  has 
no  problem  getting  to  sleep  at  night, 
"lie  has  a  special  tape  of  music  his 
mother  made  (or  him.  Right  before  he 
goes  to  sleep,  he  puts  a  tape  in  his  player 
and  listens  to  the  music  through  the  ear- 
phones. He  seems  very  much  at  home. " 


CjD 


^£\\i\^^ 


(  ^  (Inir  ^l\>  al  llir  i|r>k  ill 
her  classroom:  lici  icaclici'. 
Mai\  .laiii'dlaik.  sils across 
I  lie  lalilr.  (  a  ridic'-.  In  lok 
liai;  is  liiiiii:  o\rr'  llir  liaik  ol  lire  rliaii'. 
anil  jusl  lo  llic  side  (il  lirr'  iradillU"  hook 
is  Ci\  iliiic'^  I'nkiiis  1)1  aillcr.  I  .\  rr\  on  it 
in  a  w  liilr.  as  -,|ir  nnis  lirr  lini^rr-,  ii\  rr 
llir  raised  liilris  and  ii'ails  aloiiil.  \lar\ 
.laiir  slo|)s  liiT  lo  ick  a  iinr-^lmn  alioill 
lIlrlrM.  I'ailsiim  w  il  II  a -■K  miiiM  \iliiir 
ina\  sa\  sonirlliini;  likr,  "\u\i  aliraiK 
know  I  Ira  in  I'd  dial . "  W  Inn  dir  i  radiii;: 
lesson  is  n\er.  slii-  slides  die  Riailler  lo 
die  renleiol  ller  desk  and  slails  lo  \\  rile. 
(  A  iliiie  w  as  lioi  11  |ii-,|  Hillside  ol  \|- 
lanla.  (a-oruia  in  I''"'.").  She  -,|ieiii  die 
lirsl  se\eii  \cais  of  her  life  in  dial  area 
iiiil  il  her  |iarems  ciiiie  lo  Massiiehnsiils 
lo  lia\e  (  !\  diiie  e\aliialed  h\  die  Deaf- 
l)li lid  I 'roiiiani  al  Perkins.  Diagnosed  as 
lia\iiiL;  hearinii  as  well  as  \  isioii  loss. 
(  .\  I  line  iie\  I'ldieless  heeaiiie  a  nieinliei 
ol  die  rei^nlar  I  .ow  er  Seliool  |iroi;raiii  in 

On  Moiidav  inornina'  rAiiiiie  iisn- 
all\  reliiriis  lo  sehoiil  willi  a  slor\  she 
has  w  linen  in  her  |oiiriial.  \ii  eiilr\ 
ahoiil  a  Se|ili-inlier  .Saliirila\  read; 
/  <i<>/  iij)  (il  S:()().  'Ilifii  I  lishiicd  hi  I  lie 
ItdiiiiiKiii  Idiii'.  \flcr  hull  h  I  ii-fiil 
.■i/iiifi/)iiif^-  iril/i  my  iimllirr.  II  c  l)oii<r/i/ 
Jloivrrs  mill  uric  iliillivs.  He  Ixiuiihl 
itii'ea/iTS  mill  skir/s.  [flcr  iHiiiiit  I 
plnvfd  the  pidiKi  anil  llii-ii  I  iiriil  In  hril. 


On  anolhei'  da\  .  airordiiii;  lo 
(iydnie's  niolher.  (Ndnie  would  lia\(' 
wrillen  ahoiil  her  hoinework  as  well. 
"She  iiisisi-,  nil  iicUinii  dial  done  e\e!\ 
iiiiihl.  nil  mailer  wlial.  Slie  is  fierce 
a  ho  111  il."  her  niolher  re|ioris.  A  Tier  she 
has  liel|ieil  si^i  die  lahle.  |iraeliceil  her 
|iiano  lor  an  hour,  and  had  dinner, 
(Ailnie  linishes  nil  her  excning's 
assiiiiiinenls  helore  she  iiels  reaiK  lor 
hed.  I  his  week-dav  lonline  ehaiiiics 
oiiK  on  SalnrdaN  when  (Ailiiie  |irai'- 
I  ices  piano  (wo  lo  lliree  lionrs  inslead  ol 
I  inl\  one. 

"W  e  w  allied  (  a  diiie  lo  he  al  Perk- 
ills  lieeaiise  nl  die  iiiiliN  ii  liial  i/ed  |iro- 
iiiaiil."  Iiei  niolher  e\|ilaiiied.  "i'.xeii 
llionuh  she  had  worked  willi  e\|ieri- 
eiiied  |irolessiniials  who  knew  iiinlli- 
liaiidii'a|i|ied  ihildren.  no  one  had  heeii 
alile  lo  mi  |iasl  her  seiisoiA  dil  lieiill  ies 
lo  liiiik  al  her  learniiiL;  |irolilein.  .'Vl 
Perkins  ||ie\  lia\e  jieeii  ahle  lo  aiiaKze 
her  sensorx  |Molileiiis.  and  lo  leaili  liei' 
aeadeinie  skills." 

Indeed'  ('Niliiii^  has  jiisl  learned 
how  lo  earr\  iiiiinheis  in  Braille.  I  ler 
lea  I  her  sa\  s  .--he  is  nnderslaiidinu  more 
all  die  lime  -  and  her  inodier  sa\s  she  is 
siariiiig  10  reatl  in  die  evenings  lor 
|ileasure. 

\iosl  exeiling  ol  all  lo  (Ailllie.  she 
has  jnsi  heeii  awarded  a  seliolarslii|i 
lor  si  lid  \  a  I  die  I  ,iing\  School  of  Music 
in  (  ^amliriil"e. 


.-^-^^ 


when  children  leave  the  Perkins  Lower  School, 

they  have  taken  their  fir^t  giant  ^tepd 

toward  tfelf-fulfillment  and 

independence. 


Suinnmry  oj  Progranui  and  Student  RegLitration 


On  Cainpiui  Program,*  I  Number  in  Program 


Off  Canipuj  Progranui  /Number  in  Program 


Preschool  Services  /  6 
Lower  School  Program  /  38 
Secondary  Services  /  61 
Severe-Impaired  Program  /  13 
Deaf-Bliad  Program  /  57 
Adult  Services  /  12 


Ciommuui(\  Living  Services  /  25 
hifam  Toddler  Program   /  50 
Outreach  Services  /  4? 
Preschool  Outreach  Services  /  25 
Project  with  Industrv  Program  /  *)() 
Perkins  Activities  Club  /  -lO 


Additional  Service.!  I  Number  in  Program 

Diagnostic  Evaluation  Services  /  100 

Low  Vision  Services  /  185 

New  England  Regional  Outer  for  Deaf-Blind  /  267 

Oulrcach  Services  for  Pi'ofessionals  /  100 

Paient  and  Family  Services  /  400 

Teacher  Training  Program  /  20 

Howe  Press  /  7.000* 

Perkins  Library  for  the  Bhinl  aud  Pln>i(  ally  Handicapped  /  13,000** 

Vohmteer  Services 

*Coii,smm'r.i      **  Pa  Irons 


Student  Registration 

Asol  NijviMiilicr  L  1<W) 

Set'ere 
Prcichiml         Lower  Secondary       Inipairet)       Deaf-Blind      Adult 

Service.!  School  Service.*         Protjram         Program       Service.!  Total 


New  England 


36 


57 


12 


49 


11 


171 


Otl 


ler 


16 


Total 


38 


()1  13  57  12 


187 


Financial  Suininai-y  1988-1989  School  Year 


Perkins  School  for  the  Blind 


RMOnrcO     (inMiarj) 

For  year  ending  August  31,  1989 

Tuition 

Funds  Funciii)iiiug  as  EndnwuHTit 

Investment  Income  and  Outside  Trusts 

Otiier  Revenues 

Grants 

Otiier  Gills  and  Resources 


9,039,71-1 
5,401,051 
2,925,030 
3,009,753 
921,326 
797,8-i7 


Total 


$22,094,721 


Experue<)  (uiMlarj) 

For  year  ending  August  31.  1989 

Education 

Depreciation 

i^m[)lo\ce  Rencl'il^ 

Ruildinos  and  (irouniis 

Adniinisiralion 

Transfers  lor  Plain 

Special  l)e|iarluienls 

I  lousehold  and  I'Ood  Services 

Interest 


Total 


10,()34.820 
2.053,088 
1,997,998 
1,732,508 
1,935,193 

890,304 
1.092,161 

678,155 

1,070,494 
$  22.094.721 


Redourcej 

For  year  endiog  August  31,  1989 


Investment  Income  and  Outside  Trusts  (13.2% 
Funds  Functioning  as  Endowment  (24.5%) 
Tuition  (40.9% 


Other  Revenues  (13.6%) 
Grants  (4.2%) 

Other  Gifts  and  Resources  (3.6%) 


Experue^    (in  ioLlam) 

For  year  endiiig  August  .31.  1989 


Employee  Benefits  (9%) 
Depreciation  (9.3% 
Education  (48.1% 


Buildings  and  Grounds  (7.8%) 
Administration  (8.8%) 
p  Transfers  for  Plant  (4%) 


Special  Departments  (5%) 
'^Household  and  Food  Services  (3.1%) 
Interest  (4.9%) 


The  Perkliu  Endowment 


Xerl 


.  erkins  School  provides  an  excellent  opportunity  for  generous  and  caring  indi- 
viduals to  share  with  multi-handicapped  children  and  adults  of  their  communi- 
ties.  The  gifts  and  bequests  of  Perkins  friends  make  it  possible  for  the  school  to 
sustain  the  excellent  quality  of  services  that  has  become  the  Perkins  hallmark 
over  the  years. 

While  a  few  foundation  and  government  grants  enable  Perkins  to  initiate 
new  programs,  the  consistent  support  of  donors  makes  possible  oiu  daily  aca- 
demic, residential,  and  home-based  programs. 

Those  who  wish  to  make  Perkins  School  the  recipient  of  a  personal  bequest 
may  use  the  following  form  : 

I  hereby  give,  devise  and  bequeath  to  the  Perkins  School  for  the  Bhnd,  a 
corporation  duly  organized  and  existing  mider  the  laws  of  the  Commonwealth  of 

Massachusetts,  the  sum  of dollars  ($ ), 

the  same  to  be  applied  to  the  general  uses  and  purposes  of  said  corporation 
under  the  direction  of  its  Board  of  Trustees;  and  I  do  hereby  direct  that  the 
receipt  of  the  Treasurer  for  the  time  being  of  said  corporation  shall  be  a  suffi- 
cient discharge  to  my  executors  for  the  same. 

Such  a  notice  may  be  sent  to  the  Treasurer  of  the  Corporation  as  follows: 

>■      H.  Oilman  Nichols 

Fiduciary  Trust  Company 
175  Federal  Street 
P.O.  Box  1647 
Boston,  MA  02105-1647 


Jean  Atkins 
Mary  J.  Bonito 
Lawrence  W.  Boyce 
Ruth  T.  Burley 
Ella  F.  Dexter 
Helen  D.  Dodge 
Eugenia  Dritsas 
Frances  H.  Dwight 
Richard  H.  and 

Lorraine  M.  Evensen 
Margaret  T.  Flinn 
Robert  L.  Goodrich 
William  C.  Gray 
Elizabeth  N.  Haj^ward 
Eugenia  M.  Jacoby 
Anita  Leonard 
Bessie  May  Little 
Isabelle  L.  Makepeace 
Jean  McNeil 

Maybelle  Fellows  Murphy 
Wendell  B.  Newell 


Gladys  A.  O'Brien 
Phyllis  M.  Quimby 
Evelyn  S.  Raynor 
Lyra  Richmond 
Charles  P.  Robertson 
Alcide  Ruffini 
Bertha  Spiegel 
Pauline  Spiegel 
Riley  F.  Strout 
Josephine  A.  Sullivan 
Josephine  Lister  Taylor 
Leland  E.  Thomas 
Winifred  S.  Thompson 
John  Wales 
W.  Homer  White 


Perkiiut  School  for  the  Blind 


1 75  North  Beacon  Street    Watertown,  Mcui^achu^ett)  021 72 
Telphone  617-924-3434  I  Fax  617-926-2027   I    Telex  9012409886 


Perkins  School  for  the  Blind 


Annual      Report 


Officers  of  the 
Corporation 

Board  of  Trustees 
C.  Richard  Carlson* 

Honorary  Trustees 
Roland  M.  Achin 

President 

Frederic  M.  Clifford* 

John  W.  Bryant 

C.  Richard  Carlson 

Mrs.  Linda  DiBenedetto* 

David  Cheever 

Vice  Presidents 
Mrs.  Mason  Femald 

William  J.  Edwards 
Mrs.  Mason  Femald 

Gardner  Cushman 
John  Lowell 

Dudley  H.  Willis 

Albert  Gayzagian* 

Ralph  B.  Williams 

Secretary 

Paul  S.  Goodof 

William  A.  Lowell 

Loretta  Warner  Holway 

*  Appointed  by  the 

Treasurer 

H.  Gilman  Nichols 

Dr.  Frederick  H.  Lovejoy 
Andrea  Lamp  Peabody 

Governor  of  the 
Commonwealth 

Assistant  Treasurer 

Nicholas  U.  Sommerfeld 

Charles  C.  J.  Piatt 

i 

Dudley  H.WilUs 

J^»^^ft 

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Report 

of   the    President 

of   the 

Board    of   Trustees 

and   the 

Director   of 

Perltins   School 

for   the   Blind 


"Perkins  School  for  the  Blind's  long  and  distin- 
guished history  is  often  highlighted  as  a  reminder 
to  all  of  us  of  the  legacy  of  accomplishment  and 
innovation  that  we  continue  to  carry  on  today.  Our 
legacy  of  past  accomplishment  serves  as  a  reminder 
of  current  responsibility,  and  although  remembering 
our  history  is  important,  when  we  celebrate  the  past 
we  must  do  so  with  a  clear  vision  of  the  future.  We 
must  meet  the  emerging  needs  of  students,  clients, 
and  their  families  today  and  tomorrow. " 


When  these  words  were 
written  to  introduce  the  Fall 
1989  issue  of  The  Lantern, 
we  had  no  idea  how 
relevant  they  would  be  in 
the  year  to  come. 

During  the  last  school 
yean,  handicapped  students, 
clients  and  their  families  in 
Massachusetts  and  across 
the  nation  have  been 
confronted  with  the  pros- 
pert  of  service  cutbacks  in 
the  face  of  state  and  federal 
budget  problems.  The 
challenges  we  face,  as  we 
stand  by  the  students,  clients 
and  families  we  serve,  have 
never  been  greater:  Yet, 
we  must  rise  to  meet 
these  challenges.  It  is  our 
legacy  -  and  our  mission. 

We  would  like  to  take  this 
opportunity  to  share  with 
you  some  of  the  things  that 
have  happened  recently  here 
at  Perkins.  As  you  read 


about  our  accomplishments 
of  the  past  year,  we  hope 
you  will  better  understand 
the  value  of  the  work  being 
done  at  Perkins  and  the 
importance  of  a  positive  and 
coordinated  response  to  the 
challenges  we  currently  face. 

The  Preschool  Program 
serves  our  youngest  chil- 
dren: infants,  toddlers  and 
3-  to  5-year-olds.  Last 
April,  the  nationally  syndi- 
cated television  program, 
Evening  Magazine,  aired  a 
10-minute  segment  that 
highlighted  the  importance 
of  the  early  intervention 
services  we  provide  -  at 
Perkins  and  in  the  homes 
of  our  children  and  their 

families. 

Continued 


Our  Lower  School 
students  have  been  enjoying 
the  new  playground  that 
opened  last  June.  Funding 
for  the  playground  was 
provided  primarily  through 
contributions  to  our  Capital 
Campaign  by  the  Frederick 
A.  Bailey  Trust,  of  which  the 
Boston  Safe  Deposit  and 
Trust  Company  is  Trustee, 
and  by  the  Calvert  Trust. 
Lower  School  students  also 
visited  Cape  Cod  this  spring 
and,  for  the  twentieth 
consecutive  year,  hiked 
the  National  Seashore's 
Braille  Trail. 

One  of  the  more  exciting 
events  of  the  past  school 
year  occurred  in  our  Deaf- 
Blind  Program,  when  Lou 
Ann  Walker  and  Mary  Ellen 
Mark,  a  writer  and  photog- 
rapher from  Life  magazine, 
were  here.  They  spent  two 
very  full  weeks  with  our 
students  and  staff,  and  the 
result  of  their  work  was 
an  eight-page  story  that 
appeared  in  the  October 


Perkins    will 
coniimme    to 
respond    as    a 
leader    in 
providing    quality 
services    to    all 
w^o    o^eed    tlnenn. 


issue  of  Life.  Perkins  is 
proud  to  have  had  the 
opportunity  to  share  the 
achievements  of  our  stu- 
dents and  teachers  and, 
perhaps  more  importantly, 
to  increase  awareness  of 
deaf-blindness  on  the 
national  level.  Response 
to  the  story  has  been  very 
positive. 

Clowns  from  the  Ringling 
Brothers  and  Bamum  and 
Bailey  Circus  visited  stu- 
dents and  clients  from  all  of 
our  programs  on  a  sun- 
soaked  day  last  October 
The  clowns  challenged  us  to 
a  game  of  Perkins  baseball. 
Our  Secondary  Services 
students  soundly  defeated 
their  blindfolded  opponents 


in  a  game  that  is  becoming 
an  annual  event. 

Zoo  keepers  from  the 
Busch  Gardens  safari  park 
in  Florida  also  paid  us  a 
visit.  They  brought  along 
animal  friends  that  our 
students  certainly  enjoyed 
meeting. 

Students  and  clients 
participated  in  an  array  of 
on-  and  off-campus  extra- 
curricular activities,  includ- 
ing music,  theater  arts  and 
athletics.  A  group  of  older 
students  took  part  in  an 
adaptive  rowing  program 
on  the  Charles,  and  our  Boy 
and  Girl  Scouts  enjoyed  a 
variety  of  activities.  This 
year,  Research  Librarian  and 
Scouting  leader  Ken  Stuckey 
took  a  group  on  a  llama 
trek  through  the  woods 
of  Maine. 

Academically  our  students 
are  doing  well.  Several 
students  were  enrolled  in 
courses  at  Watertown 
High  School,  while  one 
student  from  the  Deaf-Blind 
Program  was  enrolled  in 
history  and  English  classes 
at  Belmont  Hill  School. 

In  other  areas,  Perkins 
Project  with  Industry 


provided  services  to  visually 
impaired  and  blind  adults 
seeking  employment.  To 
honor  the  program  and  to 
promote  awareness,  repre- 
sentatives from  six  promi- 
nent regional  businesses  met 
over  breakfast  with  mem- 
bers of  the  New  England 
Congressional  Delegation  in 
Washington. 

Our  Regional  Library  for 
the  Blind  and  Physically 
Handicapped  received 
increased  state  funding  that 
will  enable  us  to  provide 
comprehensive  services  to 
more  than  13,000  patrons. 

The  Outreach  Program, 
which  serves  blind  and 
visually  impaired  adoles- 
cents who  are  mainstreamed 
in  public  schools,  has  con- 
tinued to  grow.  Students  in 
western  Massachusetts  will 
now  have  more  opportuni- 
ties to  gather  with  their 
visually  iinpaired  peers  for 
special  trips  and  artivities. 
Services  in  their  part  of 
the  state  are  now  being 
provided  through  the 


5gi%„ 


f  - 


Perkins  Outreach  Satellite 
Office  in  Northfield. 

Howe  Press  srill  manufac- 
tures the  finest  Brailler  in  the 
world.  It  is  a  tribute  to 
designer  David  Abraham 
that  today's  Braillers  are 
virmally  the  same  as  the 
ones  produced  in  1951.  In 
the  years  since  then,  almost 
200,000  Braillers  have  been 
produced,  and  we  know 
that  most  of  them  are  still 
in  use. 

Renovations  are  taking 
place  across  our  campus. 
Perhaps  the  most  obvious 
is  occurring  on  the  tower.  It 
is  being  cleaned  and  the 
normal  structural  deteriora- 
tion that  has  occurred  over 
the  past  80  years  is  being 
repaired. 

The  Hilton/Perkins 
National  and  International 
Programs  have  developed 
a  wide  array  of  services  in 
this  country  and  overseas. 


Programs  for  infants  who 
are  visually  impaired  or 
blind  and  for  their  parents, 
as  well  as  teacher  training 
programs,  have  been 
developed  in  a  number  of 
locations  nationwide. 
International  field  offices 
have  been  opened  in 
Bangkok,  Thailand  and 
in  Cordoba,  Argentina. 
Hilton/Perkins  National 
and  International  Programs 
are  being  made  possible 
through  a  grant  from 
the  Conrad  N.  Hilton 
Foundation. 

More  than  $600,000  was 
donated  to  our  Annual 
Fund.  Special  thanks  go  to 
old  and  new  contributors 
as  they  continue  to  support 
Perkins  with  increasing 
generosity. 

Two  new  Trustees  were 
elerted.  Linda  DiBenedetto 
is  currently  a  volunteer  for 
child  care  organizations  and 
the  mother  of  three  children. 
Andrea  Lamp  Peabody  is  a 
Vice  President  and  Division 
Head  of  High  Technology 
Industries  at  the  Bank  of 
Boston.  We  are  glad  to  have 
them  with  us. 

We  regret  to  report  the 
passing  of  corporation 
member  Mary  Storrow. 
Her  service  was  gratefully 
appreciated  and  her  gui- 
dance will  be  missed. 


We  hope  our  review  of  the 
last  year  at  Perkins  pirovides 
you  with  a  sense  of  the 
impact  our  programs  and 
services  have  in  so  many 
lives.  We  are  confident  that, 
as  in  the  past,  Perkins  will 
continue  to  respond  as  a 
leader  in  providing  quality 
services  to  all  who  need 
them. 

Thanks  go  to  all  the 
Perkins  teachers  and  sta 
for  the  outstanding  and 
dedicated  work  they  con- 
sistently provide.  With 
everyone's  support,  we  are 
confident  we  can  meet  the 
challenges  that  have  arisen 
in  the  last  year,  and  we 
will  continue  to  fulfill 
our  legacy. 


C.  Richard  Carlson 
President 


Kevin  J.  Lessard 
Director 


Perkins  School  for  the 
Blind  was  incorporated 
March!,  1829.  The 
school  is  an  accredited 
member  of  the  New 
England  Association  of 
Colleges  and  Secondary 
Schools,  the  National 
Accreditation  Council 
for  Agencies  Serving 
the  Blind,  and  the 
National  Association 
of  Independent 
Schools.  It  is  licensed 
by  the  Massachusetts 
Departments  of 
Education  and  Mental 
Retardation  -  and  by 
the  Commonwealth's 
Office  for  Children. 


T-iM-^"' 


^>l,r 


i 


^ 


Imagine  looking  into  a 
group  of  65  faces.  Each  face 
is  smiling  at  you  in  its  own 
way.  Each  is  different,  yet 
the  individuals  behind  them 
share  three  things:  they  are 
students  at  Perkins  School 
for  the  Blind,  they  have 
some  level  of  visual  impair- 
ment . . .  and  they  have 
immeasurable  potential. 

This  is  where  the  similar- 
ity often  ends,  because 
the  expressions  belong  to 
students  in  Secondary 
Services  -  a  program  that 
provides  curriculum  that 
is  as  individual  as  each 
smiling  face. 

Secondary  Services 
educates  visually  impaired 
and  multi-handicapped 
students  ages  13  to  22. 
Depending  on  age  and 
ability,  a  student  may  be  in 
the  Middle  School  Program, 
the  High  School  Program  or 
in  a  Special  Program. 

Classes  for  some  students 
are  familiar:  English,  math 
and  computer  science  - 
sometimes  at  Watertown 
High  School  -  crafts,  music, 
chorus  and  physical  educa- 
tion. Other  students'  classes 
sound  less  familiar: 
independent  living  skills, 
pre-vocational  or  vocational 
training,  community 
experience,  speech  therapy, 
occupational  therapy, 


physical  therapy  and 
mobility  training. 

The  length  of  a  student's 
stay  in  Secondary  Services 
varies.  Some  begin  in  the 
Perkins  Lower  School  and 
graduate  into  the  Secondary 
Services  "Upper  School." 
Others  come  to  Perkins  and 
Secondary  Services  later,  as 
their  needs  change.  Still 
others  use  Secondary 
Services  as  a  one-year 
steppingstone  -  to  improve 
specific  skills  and  gain 
greater  independence. 

Home,  for  some,  is 
nearby.  These  students 
make  the  daily  commute  to 
Perkins  for  classes.  Home 
for  others  is  a  county,  a 
state,  a  country,  a  continent 
away.  They  share  on- 
campus  life  in  Brooks, 
Fishei;  May  or  Oliver 
cottage,  with  supervised 
activities  and  chores,  or 
"activities  of  daily  living." 
Others  live  on  campus  in 
Bennett  and  Keller-Sullivan, 
managing  their  lives  in 
independent  apartment 
settings. 

Reading  for  some  students 
means  placing  a  book  under 
a  magnifying  camera  for 
projection  onto  a  monitor: 


Secomdary 
Services: 
A    Unique 

Approach    to 

Kloos'turlng 

Potential 


Or  reading  is  tactile  - 
identifying  the  sLx-dot  place- 
ment in  a  Braille  cell.  It 
means  listening  -  to  a 
volunteer  reading  a  text- 
book or  to  talking  books 
from  the  Perkins  Library  for 
the  Blind  and  Handicapped. 

In  mobility  class,  students 
learn  to  move  independently 
from  place  to  place,  but 
depending  on  the  student, 
the  modes  differ.  Mobility 
may  come  through  the 
measured  beats  of  a  white 
cane.  It  may  mean  strong 
arms  spinning  the  rims  of  a 
wheelchain  It  may  mean 
determined  steps  using 
forearm  crutches  -  or  the 
hum  of  a  motorized 
wheelchair. 

Each  student's  "tomor- 
row" is  unique.  Tomorrow 
could  mean  a  job  in  business 
or  in  a  trade.  Tomorrow 
may  hold  college  and  career. . 
or  it  might  bring  placement 
in  a  day  activity  center  or  in 
a  group  home. 

"Today"  is  Perkins  and  its 
staff  of  teachers,  clinicians, 
specialists,  houseparents  and 
program  aides.  Today  is 


exploring  and  experimen- 
ting. Today  is  a  unique 
approach  to  meeting  each 
student's  needs  and  reaching 
each  one's  immeasurable 
potential. 

A  case  manager  develops 
the  approach  for  each 
student.  He  or  she  is  respon- 
sible for  the  smdent's 
curriculum  coordination 
and  advocacy.  The  case 
manager  determines  how 
frequently  to  have  a  stu- 
dent's "case  review"  - 
a  weekly,  biweekly  or 
monthly  meeting  of  all 
staff  members  who  work 
directly  with  the  student. 

Through  these  meetings, 
Perkins  ensures  an  integra- 
ted effort  on  each  student's 
behalf.  The  classes,  the 
subject  matter,  and  the 
activities  differ,  but  their 
integrated  focus  provides 
students  with  the  maximum 
opportunity  for  learning  and 
for  tapping  their  potential. 

To  get  to  know  a  student 
from  Perkins  is  to  feel  that 
potential.  In  the  following 
pages,  you  will  meet  four 
students  and  learn  how 
Perkins  is  meeting  its  goal: 
helping  students  to  realize 
their  potential. 


I  o  t 


H I  s  black  patent  leather 
shoes  inset  with  tapestry 
enter  the  hallway  first  as  he 
inches  his  wheelchair  into 
the  pre-first  period  melee. 
That  was  the  slowest  his 
wheelchair  would  move  all 
morning. 

"Tom,  you  look  pretty 
spiffy  today,"  says  a  stai¥ 
member  walking  down  the 
hall.  And  the  staff  member 
bends  down  to  button  the 
shirt-sleeve  cuff  that  Tom 
forgot  to  button. 

Tom  reaches  to  make  sure 
his  tie  is  straight  and  laughs, 
"Fm  representing  Secondary 
today" 

Tom  Lewis,  16,  is  from 
Mt.  Laurel,  New  Jersey.  He 
has  cerebral  palsy  and 
limited  vision.  He  has  been 
at  Perkins  for  two  years  and 
lives  in  May  Cottage  with 
16  other  boys.  His  personal- 
ity shines  like  his  patent 
leather  shoes.  He  enjoys 
biology,  computers,  basket- 
ball, drums,  people,  home 
and  life  at  Perkins. 

Biology  is  one  of  Tom's 
favorite  classes.  "I  like 


biology  because  it's  interest- 
ing," he  says.  "We're 
dissecting  a  calf's  liver." 
For  emphasis,  he  makes 
a  cutting  motion  with 
his  hands. 

Tom's  biology  teacher, 
Paula  Huffman,  uses  humor 
and  curiosity  to  motivate 
her  students.  "Tom  gets  into 
asking,  'Why?'"  she  says.  "I 
enjoy  Tom  so  much  myself  - 
I  think  it  rubs  off.  We  have  a 
good  time." 

Every  class  isn't  like 
biology,  though.  "Flistory  is 
the  hardest,"  he  says.  "Now 
Fm  starting  to  like  it  a  little 
better  - 1  like  the  teacher. 
We're  studying  the  Romans 
now,  and  we'll  do  U.S. 
government  in  the  second 
half  of  the  year." 


embarrassed    to 
say    I    have    CP. 
If    it    wasn't    for 

my    disabilDty, 
I    wouldn't    be 
here    -    9    have    a 
blast    bere. 


"Tom  was  apprehensive 
at  first,  because  usually 
there's  a  great  deal  of 
reading  and  note-taking 
involved  in  history,"  says 
Tom's  teacher,  Dorothy 
Jackman.  Dorothy  teaches 
through  class  discussion, 
though,  because  she  has 
found  that  students  have 
greater  retention  when 
they're  participating  and 
interacting. 

"After  Tom  gained 
confidence,  his  personality 
just  got  him  involved,"  she 
says.  In  fart,  Tom  is  master 
of  ceremonies  when  the 
four-student  class  plays 
"Jeopardy"  once  a  week. 
He  comes  up  with  the 
answers;  the  class  formu- 
lates the  questions. 

Tom  is  intimidated  by 
history  because  he  has 
difficulty  with  reading, 
writing  and  spelling.  He 
uses  his  enthusiasm  for 
technology  to  overcome 
these  limitations. 

Joan  Katz,  Tom's  English 
and  computer  teacher,  says 


that  the  Macintosh  com- 
puter motivates  Tom  in  his 
studies.  "He's  the  most 
knowledgeable  about  the 
Macintosh  of  any  student  in 
the  Secondary  Services 
program,"  she  says.  He  uses 
his  father's  Mac  at  home, 
and  he  used  one  at  his 
previous  school. 

Joan  says,  "He  can  do 
things  with  it  he  never 
thought  he  could  do 
before;  it  makes  him  very 
independent." 

Academics  are  only  part 
of  his  busy  schedule.  He  also 
enjoys  physical  challenges. 
"I  got  out  of  gym  when  I 
was  in  other  schools, 
because  teachers  didn't 
understand,"  he  says.  "But 
I  like  playing  basketball." 
He  gets  to  play  at  Perkins. 

He  also  competed  in  the 
Special  Olympics:  in  the 
25-meter  race  and  in  the 
shuttle  run  -  a  baton- 
passing  relay  race.  "I  liked 
being  the  end  guy,"  he  says. 
"I  had  a  long  wait,  but  I  got 
to  cheer  the  others  on." 


/" 


He  lifts  weights  to  keep 
his  upper  body  strong  and 
to  increase  his  speed  on  the 
fl^rt  and  in  races.  He  likes 
to  breeze  through  the 
Perkins  corridors  -  and  he'd 
like  to  do  wheelies. 

"Hi!"heyeUstoan 
approaching  classmate. 

"Uh-oh,"  she  says  laugh- 
ing, "it's  the  mad  wheel- 
chair." She  moves  her 
mobility  cane  toward  the 
wall  and  steps  aside  to  let 
Tom  pass. 

"See  -  I've  got  a  reputa- 
tion," he  says. 

He'd  like  to  extend  his 
reputation  into  music  as 
well  -  to  the  beat  of  the 
drum.  He  gets  his  inspira- 
tion from  jazz  and  rock  - 
BonJovi,TheWho,U-2 
and  Elvis. 

"I  like  playing  hard,"  he 
says.  He  wants  to  play  at 
dances  someday.  "I'd  wear  a 
tie,  too."  He'll  have  his  first 


performance  in  1 
spring  when  the  Perkins 
Instrumental  Ensemble 
performs  -  students  will 
play  violin,  saxophone, 
guitai;  autoharp  and  drum. 

A  friend  at  home  has  a 
special  role  to  play  in  Tom's 
drumming.  "Andrew  is  my 
foot  person,"  he  says,  "my 
feet."  Andrew  works  the 
foot  pedals  on  the  floor  tom 
for  him. 

At  Perkins,  though,  he 
uses  a  modified  drum  set  so 
he  doesn't  need  help  on  the 
pedals.  Amie  Harris,  Tom's 
drum  teacher,  says  that  his 


floor  tom  is  a  raised  bass 
drum  that  he  plays  with 
drumsticks.  "Tom  works 
very  hard  at  it,"  Amie 
i    says.  "He's  getting  more 
control.  He  improves  every 
week  because  he's  really 
motivated." 

"I  do  tricks  for  people, 
too,"  Tom  says.  He  juggles 
I  drumsticks  under  his  legs  - 
"It  scares  my  mother  half 
to  death." 

And  when  his  drumsticks 
wear  out,  "I'd  throw  them 
into  the  crowd,"  he  says, 
just  as  he  has  seen  rock 
stars  do. 

Like  a  rock  star,  he  has  his 
own  fan  club.  "Girls  chase 
me  everywhere,"  he  says. 
"They  do  -  you've  seen  it." 
Tom  enjoys  social  life  at 
Perkins.  Like  most  16-year- 
olds,  he  dates  and  goes  to 
dances.  "I  like  my  friends 
and  the  people  I  meet  along 
the  way,"  he  says.  "I  know 
most  of  the  staff  and 
teachers,  too. 

"I  like  it  here,"  he  says. 

Tom  went  to  schools  in 
Mt.  Laurel  before  coming  to 
Perkins.  At  the  other 
schools,  however,  he  could 
live  at  home.  Tom  says  it 
took  him  about  a  year  to 
adjust.  "It's  hard  to  be  away 


from  things  you  love:  my 
family,  my  friends,  my 
sister's  cat,"  he  says.  His 
voice  softens  as  he  recalls  the 
day  he  rode  around  his 
neighborhood  with  "Ashes" 
-  his  sister's  black  cat  -  on 
his  lap. 

To  hold  his  memories 
closer  and  to  express 
himself,  Tom  is  writing  a 
book  about  his  parents,  his 
friends,  his  disability  and  his 
days  at  Perkins.  "I'm  proud 
to  be  here,"  he  says.  "It's 
like  home  to  me  now. 

"I'm  not  embarrassed  to 
say  I  have  CP,"  he  says.  "If 
it  wasn't  for  my  disability, 
I  wouldn't  be  here. 

"I  have  a  blast  here," 
he  says. 


G« 


Amy  Galeota  is 
like  many  other  high  school 
seniors.  She  wears  lots  of 
buttons  on  her  dungaree 
jacket  as  reminders  of  places 
she  has  been  -  The  Hard 
Rock  Cafe,  New  York, 
Cape  Cod,  Gloucester.  She 
wears  her  long  hair  pulled 
to  the  side  with  a  barrette, 
revealing  gray  bottle  caps 
dangling  from  hoop  ear- 
rings. She  competes  in 
sports,  sings  in  a  chorus 
and  wants  to  go  to  college. 
The  difference  is  that  Amy 
Galeota  is  spending  her 
senior  year  at  Perkins 
School  for  the  Blind. 

Amy  has  been  gradually 
losing  her  sight  since  she 
was  7,  when  doctors 
diagnosed  her  as  having  an 
eye  condition  that  prevents 
her  from  seeing  through  the 


center  of  her  cornea  -  as  if 
there's  a  hole  in  the  middle 
of  her  field  of  vision.  She 
sees  only  things  around  the 
periphery. 

In  conversation,  she's 
learned  to  look  directly  at 
the  person  she's  speaking 
with  -  even  though  she  can't 
actually  see  the  person's 
face.  Occasionally,  she  will 
turn  to  see  the  person. 

She  can't  see  in  bright 
light,  either  -  "even  with 
shades  on,"  as  she  says. 

The  17-year-old  student 
from  Connecticut  is  at 
Perkins  to  fine-tune  her 
mobility  skills  and  develop 
more  self-confidence  in 
living  skills,  such  as  shop- 
ping, cooking  and  doing 
laundry.  At  the  same  time, 
she  can  do  things,  like 
competing  in  sports,  that  she 
hasn't  had  the  opportunity 
to  do  in  the  past  because  of 
her  disability. 

"I  never  had  the  chance 
in  public  school  to  compete 
and  feel  good  about  myself," 
she  says.  "Everyone  should 
be  allowed  to  do  that." 

Instead,  physical  educa- 
tion teachers  at  her  former 
high  school  treated  her 
carefully.  They  had  her  lift 
weights.  "It  was  boring," 
she  says.  She  would  rather 
move,  like  she  does  when 
she  swims.  At  Perkins  she's 
getting  her  chance. 

Amy  recently  swam  in 
an  Eastern  Conference 


Athletics  for  the  Blind  meet. 
"She  won  six  medals  in 
her  individual  events," 
says  Mary  Clark,  Amy's 
swimming  coach. 

Amy  also  competed  in 
the  100-Meter  Individual 
Medley  -  a  race  that 
requires  swimmers  to  use 
butterfly,  back,  breast  and 
freestyle  strokes.  "Amy 
placed  fourth,  even  though 
she  had  just  learned  the 
butterfly,"  Mary  says. 
"She's  our  star;  she's  very 
motivated." 

Amy's  motivation  is  the 
real  reason  she's  at  Perkins: 
she  wants  to  be  better 
prepared  for  college  next 
year.  In  many  ways,  the 
preparation  she'll  receive  at 
Perkins  will  give  her  an 
advantage  over  the  sighted 
students  in  her  freshman 
class  next  year.  She'll  be 
accustomed  to  living  away 
from  home,  she'll  know 
how  to  get  around  on  her 
own,  and  she'll  have 
independent  living  skills. 

Her  adult  living  course, 
with  teacher  Kathy  Bull, 
prepares  her  in  independent 
living.  "Amy  has  many 
good  skills,"  Kathy  says. 
"It's  just  a  matter  of  using 
them  and  building  up 
confidence." 

Kathy  says  Amy  is 
learning  things  that  sighted 


people  take  for  granted. 
She's  learning  how  to  mark 
appliance  dials  to  make 
them  accessible  and  how  to 
organize  foods  in  cupboards 
and  in  the  freezer  for  easy 
recognition.  She's  learning 
organizational  techniques 
for  cooking  and  baking, 
safety  steps  to  prevent  bums 
and  fires,  and  how  to  sort 
laundry. 

Each  night.  Amy  cooks 
dinner  in  the  live-in  apart- 
ment_suite  that  she  shares  _ 
with  a  roommate.  She  also 
does  her  own  laundry.  If 
Amy  needs  help,  her 
houseparents  are  available. .. 

Lorraine  Bruns  also 
encourages  Amy  to  develop 
her  skills  -  sometimes  from 


4 


quite  a  distance.  As  Amy's 
mobility  teacher,  Lorraine 
watches  Amy  find  her  way 
around,  and  intercedes  as 
infrequently  as  possible. 
"Amy's  working  on  taking 
things  into  her  own  hands," 
Lorraine  says.  "She's 
learning  to  do  things  that 
most  teenagers  don't  like 
to  do  on  their  own:  ask 
questions  of  strangers,  make 
phone  calls  to  get  informa- 
tion and  explore. 
"The  things^Amy  is 
11  Istiadying  at  Perkins  aren't 
'»    offered  in  public  schools,"  \ 
Lorraine  says.  "She's  I 

learning  to  deal  with 
everyday  life  in  the  seeing    j 
world." 

Outside  Perkins,  Amy 
uses  her  mobility  cane  only  i 
to  walk  down  stairs  and  to  ' 
traverse  uneven  walkways, 


but  she  carries  it  so  others 
can  see  that  she  may  need 
extra  help.  "It's  sometimes 
harder  to  be  visually 
impaired  than  blind,"  Amy 
says.  "It's  easier  for  blind 
people  to  get  help." 

Each  Friday,  Amy  walks 
several  blocks  to  the  Mt. 
Auburn  Street  bus,  which 
takes  her  into  Harvard 
Square.  From  there  it's  the 
Red  Line  into  South  Station 
and  a  one-block  walk  to 
the  bus  terminal  for  a 
Connecticut-bound  bus. 
This  isn't  an  easy  task  for 
a  17-year-old  visually 
impaired  person,  especially 
one  who  grew  up  on  a  farm. 

Besides  her  weekly  trek 
into  the  bus  terminal.  Amy 
has  explored  Faneuil  Hall 
and  Harvard  Square.  She 
tells  Lorraine  about  other 
places  she  needs  to  explore. 
Logan  Airport  will  be  the 
site  of  future  classes.  "She 
has  really  good  judgment," 
Lorraine  says.  "Amy  knows 
herself  well." 

After  her  mobility  class. 
Amy  takes  a  college-level 
English  class  at  Watertown 
High  School.  She  has  read 
Anglo-Saxon  literature  and, 
more  recently,  Chaucer's 
"Wife  of  Bath"  from  the 
Canterbury  Tales. 

To  complete  her  school 
assignments.  Amy  uses  a 
machine  that  greatly 
magnifies  type  and  displays 


it  on  a  television  monitor 
She  also  has  a  volunteer 
read  to  her  once  a  week. 
With  these  aids,  she  can 
read  anything  -  an  algebra 
text  book,  Ernest  Heming- 
way's A  Farewell  to  Arms 
or  a  biography  on  the  rock 
band  U-2. 

Last  year,  she  asked  to 
learn  braille.  "It's  something 
I  can  always  turn  to,"  she  says. 

Amy  says  it's  easy  being  at 
Perkins  because  the  staff  and 
students  are  comfortable 
with  her  disability.  Even  at 
Watertown  High  she's 
comfortable  because  her 
teacher  and  classmates  have 
known  other  Perkins 
students.  She  says,  "I  don't 
want  to  be  treated  any 
differently." 

She  has  been  treated 
differently,  however  Her 
past  experience  in  choral 


Perkins    is 
giving    me    the 
resources 
to    succeed. 
I'll    definitely 
be    prepared. 


groups,  for  example,  had 
been  unsatisfying.  Amie 
Harris,  the  Perkins  chorus 
direaor,  says  Amy  had 
always  sung  soprano  before 
coming  to  Perkins.  "She 
says  she  was  never  given  a 
chance  to  stretch  herself," 
he  says.  Now,  however,  she 
sings  alto  -  the  harmony 
that  holds  a  chorus  tone 
together 

Next  year  she'll  be  singing 
a  college  mne.  In  New 
York,  she's  looking  at  Pace, 
Adelphi,  Hofstra  and 
New  York  University;  in 
Connecticut,  at  Southern 
Connecticut  State  College. 
She'd  like  a  small  school 
where  her  classmates  will 
know  her  and  understand 
her  visual  limitations.  "It's 
easier  when  people  under- 
stand," she  says,  "I  hope 
people  will  accept  me." 

Wherever  she  goes, 
she'll  be  ready.  "Perkins  is 
giving  me  the  resources  to 
succeed,"  she  says.  "I'U 
definitely  be  prepared." 


'{'' 


@  ©  531  ®  W 


H  E  leans  forward  to 
request  the  next  song,  his 
face  turned  upward 
toward  Nat. 

"What's  next,  David?" 
says  Nat  Dane. 

"Hello,  Everybody!"  yells 
David  Moomaw,  and  the 
greeting  brings  the  staff  to 
laughter  and  smiles.  But 
David  is  poised  and  ready, 
and  after  Nat  strums  the 
opening  cords  on  his 
acoustic  guitar,  David 
joins  in: 

Hello,  everybody, 
yes  indeed,  yes  indeed, 
yes  indeed. 

Hello,  everybody, 
yes  indeed,  yes  indeed, 
my  buddy. 

Hello,  David  Moomaw, 
yes  indeed,  yes  indeed, 
yes  indeed. 

Hello,  David  Moomaw, 
yes  indeed,  yes  indeed, 
my  buddy. 


Rocking  solidly  to  the 
beat,  David  croons  this 
melody  with  the  rest  of  the 
class  and  shakes  a  mean 
maraca. 

David  Moomaw,  20,  is  a 
Secondary  Services  student 
in  a  Perkins  "self-contained 
classroom"  -  most  of  his 
classes  are  in  the  same  room 
with  his  teacher,  two  aides 
and  five  classmates.  David 
is  multi-handicapped, 
blind  and  developmentally 
delayed. 

While  time  passes,  David 
changes  and  matures,  but 
his  parents  are  concerned 
about  the  day  he  leaves 
Perkins.  Last  fall.  Bill 
and  Margot  Moomaw 
moved  from  Williamstown, 
a  small  town  in  western 
Massachusetts,  to 
Arlington.  Bill  had  accepted 
a  local  job  offer,  in  part 
because  more  adult  pro- 
grams would  be  available 
in  the  Boston  area  for 
David.  They  felt  that  if 
they  were  living  in  this  area, 
they  could  better  work  with 
state  agencies  to  place  their 
son.  In  two  short  years 
when  David  turns  22,  he 
will  leave  Perkins. 

"I  find  myself  looking  for 
something  similar  to 
Perkins,"  Margot  says. 


"The  sense  of  community  is 
important,  as  is  the  integra- 
tion of  living,  working  and 
learning." 

David  came  to  Perkins  at 
age  7.  Margot  says  that  he 
was  one  of  the  first  multi- 
handicapped  children  at 
the  school. 

It  was  a  difficult  decision, 
she  says,  to  send  their  son 
from  Williamstown  to 
Watertown.  He  came  home 
every  other  weekend.  "It 
was  wrenching  for  me  to 
see  him  leave  on  Sunday 
afternoons,"  Margot  says. 
"When  he  first  started,  he 
was  just  3  feet  tall.  I  could 
barely  see  the  top  of  his 
head  in  the  taxi." 

But  she  and  her  husband 
are  happy  with  their 
decision.  "It's  a  wonderful 
school,"  Margot  says.  "The 
staff  is  supportive  of  parents 
as  well  as  the  children. 

"David  has  made  slow 
but  steady  progress,"  she 
says.  "You  always  feel  that 
the  people  there  really  like 
your  child." 


David  Moomaw  wants 
to  make  another  request. 
Nat  leans  over  his  guitar 
until  his  forehead  touches 
David's.  His  face  and  his 
voice  smile  as  he  whispers 
something  too  softly  to  be 
heard  from  the  other  side  of 
the  music  circle.  David 
quickly  responds,  "Down 
in  the  Valley."  Nat  strums 
again. 

With  great  emphasis, 
David  sings  the  animals' 
parts  -  particularly  the 
owls: 

"Hoot,"  said  the  mother. 
"We  hoot,"  said  the  three. 

And  they  all  hoot  together 
in  the  old  oak  tree. 


When  music  class  is 
over,  David  will  go  swim- 
ming. His  curriculum  also 
includes  horticulture, 
workshop  activities, 
mobility  training  and 
physical  education.  Except 
for  these  classes,  he  spends 
his  time  with  Denise 
Fitzgerald,  his  classroom 
teachei;  who  also  teaches 
him  daily  living  skills  and 
cooking. 

Nat  asks  the  class  to  quiet 
their  instruments,  but  David 
continues  to  shake  the 
maraca.  Denise  quietly 
approaches  David.  Her  eyes 
don't  leave  his  face. 

"I  need  some  extra  help," 
she  says  softly,  giving  him 
words  that  he  can  model 
after  She  gently  places  her 
hands  on  David's  arms  to 
soothe  him  and  quiet  the 
maraca.  Helping  to  articu- 
late his  emotions  for  him, 
she  adds,  "I'm  very  excited. 


"What  am  I  excited 
about.'"  she  urges. 

"I'm  excited  about  going 
home  for  the  weekend," 
he  says. 

"And  what  else?"  she 
presses. 

"Music!" 

"Music,"  Denise  says, 
"motivates,  calms  and 
energizes  him." 

David's  other  passion  is 
horticulture,  a  skill  that 
began  at  home  with  his 
father.  "He  loves  picking 
cherry  tomatoes  and 
raspberries,  but  most  don't 
make  it  into  the  basket," 
says  Bill  Moomaw.  "They 
wind  up  in  David's  mouth." 

David's  interest  in  garden- 
ing is  reinforced  at  Perkins. 
He  plants  a  4-foot  square 
plot  with  vegetables, 
daffodils  and  his  favorite  - 
peppermint  geraniums. 


David  is  also  cultivating 
his  vocational  skills  -  an 
advantage  for  placement 
when  he  leaves  Perkins.  His 
progress,  again,  has  been 
steady.  "At  first,  work 
aaivities  were  a  disaster," 
Bill  says.  "He  had  no 
motivation,  but  he  has 
changed."  David  can  now 
accomplish  20  tasks  an 
hour,  a  considerable 
improvement  from  his 
original  3  or  4.  His  tasks 


He    loves 
picking    cherry 
tomatoes    and 
raspberries, 
but    most    don't 
make    it    into 
the    basket:    they 
wind    up    in    his 
mouth. 


include  basic  assembly  and 
recycling  -  collecting  cans 
and  rinsing  them  out. 

To  give  David  another 
placement  advantage, 
Denise  is  focusing  on 
David's  group  skills  in  the 
classroom.  When  he  leaves 
Perkins,  David  will  most 
likely  be  placed  in  a  group 
setting  where  he  can  work 
on  the  premises. 

Every  morning,  sitting  in 
a  circle,  the  class  interacts  as 
a  group.  Denise  asks  class 
members  to  greet  one 
another.  Then  they  review 
each  student's  schedule  for 
the  day. 

Today,  Denise  asks  the 
students  to  help  her  write 
the  quarterly  progress 
letters  to  their  parents.  It's 
David's  turn. 

"David,  what  should  I  tell 
Mom  and  Dad?  I'll  write, 
'Dear  Margot  and  Bill  -'" 
she  begins. 

"I'm  incredible!"  he 
cheers. 


13 


She  may  stop  to  smell 
the  flowers  -  and  spaghetti 
sauce  simmering,  onions 
cooking,  turkey  roasting, 
pine  trees  and  perfume  -  but 
basically,  Glenna  Hamid 
likes  to  hurry. 

She's  an  1 8-year-old 
smdent  who's  happiest 
when  she's  hurrying.  "I  love 
that  word  'hurry,'"  she  says 
with  a  cascade  of  giggles,  as 
she  throws  her  head  back 
and  her  hands  in  the  air. 
"I  always  did  it,  but  I  didn't 
know  what  it  was.  Now 
I  do." 

Glenna  is  legally  blind 
and  has  been  at  Perkins 
since  1981,  graduating  to 
Secondary  Services  in 
1987.  She  has  lived  in 
Bradlee,  Anagnos  and 
Oliver  cottages,  and  now 
resides  in  Fisher  Cottage. 

Besides  slowing  down, 
Glenna  is  working  to 


overcome  learning  disabili- 
ties, especially  her  difficulty 
with  math.  She's  in  a  Perkins 
pre-vocational  training 
program,  concentrating 
on  horticulture  and  "sales 
math." 

Glenna  works  in 
the  student  store  after 
hours  filling  the  soda  and 
juice  machines  and  - 
unknowingly  -  learning 
math.  Margie  Carney,  her 
teacher,  says,  "We  try  to  be 
creative  in  our  approach;  we 
call  it  'sales  math'  because 
we  don't  want  to  emphasize 
the  math  aspect." 

In  September,  Glenna 
could  count  to  two.  In  early 
December,  she  was  up  to 
sbc.  "She's  done  so  well," 
Margie  says.  "Sales  math" 
is  working. 


Glenna  loads  the  vending 
machines  with  cans  after 
taking  them  from  their 
packaging.  "How  many 
cans  are  there?"  Margie 
asks. 

Glenna  counts  out  the 
package's  contents  and 
reports  her  findings:  "Sbc." 

If  Glenna  hesitates  or 
becomes  anxious,  Margie 
is  there:  "Take  a  guess," 
she  says.  "Glenna  is  usually 
right." 

The  staff  is  working  on 
many  aspects  of  math  - 
spending  money,  knowing 
dates,  telling  time  -  "It 
affects  your  day  so  much," 
Margie  says. 

While  she  may  say  she 
doesn't  understand  time, 
Glenna  always  knows 
when  it's  payday.  "She 
always  asks  for  her  pay- 
check," Margie  says. 
"And  she  knows  that  she 
can  buy  a  soda  with  'two 
big  ones  with  the  rough 
edges'"  -  two  quarters. 

Besides  loading  vending 
machines,  Glenna  washes 
the  sbc  tables  in  the  student 
store.  "How  many  have  you 
done  so  far.'  How  many  are 
there  if  we  divide  the  room 
in  half?"  Margie  says. 

And  Glenna  knows. 

At  first  when  Glenna 
washed  tables,  she  would  do 
a  few  quick  passes  then 


B    love    t  li  a  t 
woreS    "hurry." 
I    always    did    it, 
but    I    didn't 
know    what    it 
was.    Now    II    do. 


move  to  the  next  table  - 
hurrying. 

She  has  learned,  though, 
that  it  takes  time  to  do  a 
good  job.  "Now  she  cleans 
the  tables  more  carefully," 
Margie  says.  "It  takes  her  a 
longtime." 

She  slows  down  for 
horticulture  as  well:  Glenna 
really  does  stop  to  smell  the 
flowers  -  and  feel  them  and 
look  at  them.  In  her  horti- 
culture classes  at  Perkins 
and  in  work  experience  at 
Mahoney's  Garden  Center 
in  Winchester,  Glenna 
immerses  herself  in  planting. 

Her  Perkins  horticulture 
teacher,  Debbie  Krause,  says 
that  Glenna  is  doing  much 
more  than  learning  to  grow 
plants  -  she's  responding  to 
horticulture  therapy.  In  this 
therapeutic  approach, 
"Glenna  is  working  with 
living  things  that  she  can 
care  for,"  Debbie  says.  "This 
gives  her  the  opportimity  to 
take  care  o/^  instead  of  being 
cared  for. 


"And  plants  are  non- 
threatening,"  she  explains. 
"Although  they  require  care, 
plants  are  less  demanding 
than  pets." 

The  vocational  aspea 
of  Glenna's  horticidtural 
training  takes  place  at 
Mahoney's  where  she  loads 
planting  trays  with  Jiffy 
pellets  -  those  small,  flat, 
peat  moss  disks  that,  when 
watered,  expand  into 
growing  pots  for  seeds.  "She 
has  loaded  32  trays  in  one 
hour,"  Debbie  says  -  a 
significant  accomplishment. 
"And  the  repetitive  aaion  is 
very  calming  for  her." 

When  Glenna  first  enters 
the  greenhouse,  Debbie 
has  her  walk  around  and 
observe  as  a  way  to  let 
nature  soothe  her  and  quiet 
her  She  walks  and  looks. 
She  stops  and  bends  closely 
to  see  the  new  blossoms;  she 
stops  to  take  in  the  scents. 
"It's  relaxing  to  be  in  a 
garden,"  Glenna  says.  "This 
is  so  relaxing." 

Besides  the  fresh,  flowery 
scents,  Glenna  loves  spicy 
scents.  "She  saves  orange 
peels  from  lunch  and  brings 
them  to  me  to  dry  for 
potpourri,"  Debbie  says. 


"Weputthei! 
with  cinnamon  and  shake 
them  up,"  Glenna  says.  "It 
smells  good." 

Scent  is  just  part  of  her 
horticultural  e>cperience. 
She  also  enjoys  texture  and 
color  -  the  feel  of  the  furry 
lamb's  ear  plant,  the  look  of 
the  feathered,  bright  red 
celosia  flower. 

She  likes  making  the 
flower  arrangements  that 
adorn  the  tables- in  the 
Fisher  Cottage  dining  room. 
She  likes  the  response  from 
her  friends  when  they  say 
the  arrangements  are  pretty. 

She  also  likes  to  make 
fresh  and  dried  arrange- . 
ments  and  pine  cone 
wreaths.  "You  <an't  rush 
when  you're  aijgnging  dried 
flowers,"  she  warns  with  a 
shaking  head,  "because  they 
break." 


Gl^hfia  responds  weO  to 
caring  for  plants,  perhaps 
because  of  her  deep  nutur- 
ing  instincts.  She  has  two 
baby  dolls,  Rebecca  and 
Karen,  for  whom  she  would 
like  to  knit  sweaters.  She 
named  Rebecca  after  a 
friend.  She  chose  Karen, 
she  says  nodding,  because, 
"people  probably  know 
Karens  whaare 

Right  now,  she  is  knitting 
a  scarf  for  her  8-year-old 
brother,  Ian.  She's  been 
spoiling  him  ever  since  he 
was  bom,  she  says,  but  now 
he  reciprocates.  "I  like  to 
talk  to  him  and  he  helps  me 
with  my  numbers,"  she  says 
with  the  pride  of  a  big  sister 

While  hugging  clasped 
hands  to  her  chest,  she 
confides,  "And  he's  more 
fun  to  play  with  than  my 
baby  dolls,  too." 


15 


Summary 

of    Programs 

and 

Student 

Registration 

as    of 

November    1, 

1990 


On-Campus  Program  Participation 

Preschool  Services 
Lower  School  Program 
Secondary  Services 
Life  Skills  Program 
Deaf-Blind  Program 
Adult  Services 

Off-Campus  Program  Participation 

Community  Living  Services 
Infant/Toddler  Program 
Outreach  Services 
Preschool  Outreach  Services 
Projea  with  Industry  Program 
Perkins  Activities  Club 


5 
36 
63 
13 
55 
10 


30 
87 
51 
41 
130 
35 


Program 
Participation 


374 


21,545 


Additional  Service  Participation. 

Diagnostic  Evaluation  Services  100 

Low  Vision  Services  235 

New  England  Regional  Center  for  Deaf-Blind  243 

Outreach  Services  for  Professionals  100 

Parent  and  Family  Services  500 

Educational  Leadership  Program  12 

Howe  Press  7,000  ■■■ 
Perkins  Library  for  the  Blind  and 

Physically  Handicapped  13,355*' 
Volunteer  Services 


'Consumers 


■"'Patrons 


182 


c 


i 


2? 


■3 
U 


9-, 


Student  Registratiojt 


New 
England 

Other 

Total 

Preschool  Services 

5 

0 

5 

Lower  School 

34 

2 

36 

Secondary  Services 
Life  Skills  Program 
Deaf-Blind  Program 
Adult  Services 

57 
12 
46 

7 

6 
1 
9 
3 

63 
13 

55 
10 

Total 

161 

21 

182 

17 


Annual    Report 

Financial 

Summary 

for    the    Year 

Ending 

August    31, 

1990 


Resources  (m  dollars) 

Tuition  10,473,870 

Funds  Functioning  as  Endowment  5,006,364 
Investment  Income  and  Outside  Trusts       3,321,362 

Other  Revenues  3,504,413 

Grants  1,886,498 

Other  Gifts  and  Resources  652,705 

Total  $24,845,212 

Expenses  (in  dollars) 

Education  11,780,535 

Depreciation  2,287,705 

Employee  Benefits  2,450,477 

Buildings  and  Grounds  2,933,185 

Administration  1,724,117 

Transfers  for  Plant  906,904 

Special  Departments  799,462 

Household  and  Food  Services  728,066 

Interest  1,234,761 

Total  24,845,212 


19 


The 


Perkins 


Endowment 


Perkins  School  provides  an  excellent  opportunity  for 
generous  and  caring  individuals  to  share  with  multi-handicapped 
children  and  adults  of  their  communities.  The  gifts  and  bequests 
of  Perkins  friends  make  it  possible  for  the  school  to  sustain  the 
exceOent  quality  of  services  that  has  become  the  Perkins  hallmark 
over  the  years. 

While  a  few  foundation  and  government  grants  enable  Perkins 
to  initiate  new  programs,  the  consistent  support  of  donors 
makes  possible  our  daily  academic,  residential  and  home-based 
programs. 

Those  who  wish  to  make  Perkins  School  the  recipient  of  a 
personal  bequest  may  use  the  following  form: 

I  hereby  give,  devise  and  bequeath  to  the  Perkins  School  for 
the  Blind,  a  corporation  duly  organized  and  existing  under 
the  laws  of  the  Commonwealth  of  Massachusetts,  the  sum 

of dollars  ($ ), 

the  same  to  be  applied  to  the  general  uses  and  purposes  of  said 
corporation  under  the  direaion  of  its  Board  of  Trustees;  and  I  do 
hereby  direct  that  the  receipt  of  the  Treasurer  for  the  time  being 
of  said  corporation  shall  be  a  sufficient  discharge  to  my  executors 
for  the  same. 

Such  a  notice  may  be  sent  to  the  Treasurer  of  the  Corporation 
as  follows: 

H.  Oilman  Nichols 
Fiduciary  Trust  Company 
175  Federal  Street 
RO.  Box  1647 
Boston,  MA  02105-1647 


21 


S  US 


Ethel  G.  Adam 
Isabel  Anderson 
Claire  M.  Beebe 
Ethel  Brown 
Nellie  E  Brown 
Virginia  Eugenie  Chester 
Alice  J.  Colan 
Margaret  Finck  Davis 
Ethel  Kane  Eielding 
Dorothy  Graft 
Madeleine  C.  Huigjnn 
Nellie  Ingham 
Wilfred  J.  King 
Robert  Lamond 
Ida  Ballou  Littlefield 
Viaor  Milgate 
Lula  Pappas 


Louise  H.  Parsons 
Everett  I.  Perry 
Eleanor  Griggs  Powell 
Beatrice  Priest 
Eloise  Gallup  Requa 
WiUiam  N.Robbie 
Harriet  E.  Rodgers 
Sadie  Rosen 
Beatrice  D.  Ross 
Evelyn  R.  Sessler 
Eorrest  W.  Sheinwald 
Grove  W.  Sleeper 
Lucy  B.  Steams 
Neva  B.  Tracy 
Vera  D.  Vamey 
Katherine  D.  Walker 


11 


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Jtown,  Massachusetts  02172 

Telephone  617-924-3434 
Fax  617-926-2027 
Telex  9012409886 


R    K    1    N    S 


H     O    O     L 


OR       THE 


L      I       N       D 


We  [deaf-blind  people]  don't  want  to  stay  home  and  be 


lonely We  ^vant  to  go  out  and  experience  the  -world 

to  its  fullest  and  share  it  with  our  friends. We're  excited 


4 1  Annual  Report 


and  enthusiastic  about  life! 


I   A   I   M   1        LARD 


You  might  get  dow^n  vv^hen  something  goes  ^vrong. 


but  you  gotta  bounce  right  up  and  keep  going  again. 


SKIP     WEISENBERGER 


I  have  been  at  Perkins  for  a  long  time.  I  have  learned  a  lot; 
I  am  ready  to  be  on  my  ow^n.  I  kno^v  that  if  I  need  help. 


the  staff  w^ill  teach  me. 


TRACEY      REYNOLDS 


COMMUNITY 


LIVING 


ON     CAMPUS 


AND    BEYOND 


OFFICERSOFTHE 
CORPORATION 


President 

C.  Richard  Carlson 

Vice  Presidents 
Mrs.  Mason  Femald 
Dudley  H.WiUis 

Secretary 
William  A.  LoweU 

Treasurer 
_H.  Gilman  Nichols 

Assistant  Treasurer 
Charles  C.  J.  Piatt 


BOARD  \ 

OF  TRUSTEES 

C.  Richard  Carlson* 
Frederic  M.  Clifford* 
Mrs.  Linda  DiBenedetto* 
William  J.  Edwards 
Mrs.  Mason  Femald 
Albert  Gayzagian* 
PaulS.Goodof 
Loretta  Warner  Holway 
Dr.  Frederick  H.  Lovejoy 
Andrea  Lamp  Peabody 
Nicholas  U.  Sommerfeld 
Dudley  H.  Willis 


HONORARY 
TRUSTEES 

Roland  M.  Achin 
John  W.  Bryant 
David  Cheever 
Gardner  Cushman 
John  Lowell 
Ralph  B.  WilUams 

"Appointed  by 
the  Governor  of  the 
Commonwealth 


A 


REPORT  OF 
THE   PRESIDENT 
OF  THE    BOARD 
OF  TRUSTEES 
AND  THE 
DIRECTOR  OF 
PERKINS   SCHOOL 
FOR  THE    BLIND 


^^/n  most  States,  when  special  needs  stLidents  reach  age  22,  they  become  recog- 
nized as  "adults"  who  ai-e  no  longer  eligible  for  services  thi'ough  many  special 
needs  progi-ams.  For  the  parents  of  handicapped  and  multi-handicapped  young 
advilts,  age  22  is  a  very  difficult  transition.  As  a  result,  finding  appropriate  and 
reasonable  community-based  semces  becomes  very  important. 

Almost  ten  years  ago,  Perldns  School  for  the  Blind  initiated  the  Community 
Living  Services  Program,  which  fc)cuses  on  teaching  multi-handicapped  adults  to 
attain  their  highest  level  of  independence  in  the  community.  Cuirently,  25  adtilts, 
aged  22  to  60,  are  achieving  this  goal  in  local  group  homes  and  apartments. 

Dedicated  and  committed,  the  Commtuiity  Living  Services  staff  strives  to 
encourage  activities  that  nurture  and  foster  iiidependence  within  the  home,  a 
clients  work  setting  and  in  community  life. 

There  is  an  ever  increasing  need  to  develop  additional  housing  and  apartment 
progi-ams  in  local  communities.  Many  mvilti-handicapped  blind  and  deaf-blind 
individuals  and  their  families  are  concerned  about  finding  appropriate  living 
places,  as  well  as  vocational  and  recreational  opportunities.  At  Perldns,  we  feel  that 
ifs  our  responsibility^  to  work  closely  with  consumers  and  their  parents  in  initiat- 
ing and  creating  conimunity'-based  services  for  a  multi-handicapped  population 
that  has  increasing  needs  each  year. 

With  increased  funding,  we  can  malce  a  difference.  Tlie  difference  is  apparent 
on  the  following  pages,  in  the  stories  of  four  clients  who  have  found  their  own 
land  of  success  tlirough  Communit)'  Living  Semces.  Our  hope  is  tliat  one  day 
we  will  be  able  to  meet  die  needs  of  far  more  than  25  adults  and  help  each  of  them 
mal<e  a  difference  in  their  lives  and  in  tlieii^  communities. 

Li  addition  to  sharing  the  stories  of  our  Community  Living  Services'  clients, 
we  would  also  lilce  to  report  on  the  many  other  pi-ograms  and  events  that  have 
filled  the  past  yeai-  at  Perldns. 


Hilton/Perkins  National  and 
International  Programs 

The  Hilton/Perkins  Program 
continues  to  create  curricula  and 
programs  worldwide  for  educating 
multi-handicapped  blind  children. 
Progi'ams  pro\ade  services  for  infants 
who  are  visually  impaired  or  blind, 
as  well  as  services  for  their  parents  and 
teacher  training.  In  the  United  States 
services  have  expanded  into  numerous 
states.  International  Regional 
oiEces  are  now  located  in  Bangkok, 
Thailand  and  in  Cordoba,  Argentina. 
The  Hilton/Perkins  National  and 
International  Programs  are  made 
possible  by  a  grant  from  the  Conrad 
N.  Hilton  Foundation. 

Preschool  Parents'  Symposium 

During  April,  Perkins  hosted  a 
symposium  for  more  than  220 
parents,  professionals  and  children. 
The  theme  was  "Taking  Care  of  Our 
Children;  Taldng  Care  of  Ourselves." 
Parents  of  children  with  visual  or 
sensory  impairments  worked  with 
other  parents  and  professionals  to  learn 
how  best  to  support  their  children. 
The\'  emphasized  areas  such  as  play 
and  movement,  motor  development 
and  sldlls  of  independence.  The\' 
developed  basic  braille  sldlls  and 
participated  in  support  groups. 

Educational  Leadership  Program 

In  its  70th  year,  the  Educational 
Leadership  Program  ti'ained  profes- 
sionals from  Argentina,  Fiji,  Finland, 
Ghana,  Hong  Kong,  Lidia,  Portugal 
and  Spain.  The  Program  brings 
administrators  and  supervisors  from 
around  the  world  to  Perldns.  The 
training  program  orients  professionals 
to  meet  the  educational  needs  of 
visuallv  handicapped  and  multi- 
handicapped  cliildren  in  theii-  own 
countries. 

Circulation  ofJljeEdiicatm^  a 
journal  published  by  the  Hilton/ 
Perkins  Program  to  support  these 
international  teachers  and  their 


colleagues,  reached  a  new  high  of 
more  than  2,200. 

Outreach  Sennces 

On  eight  weekends  during  the  past 
yeai;  groups  of  teenagers  who  are  blind 
or  visuallv  impaired  gathered  from 
all  over  New  England  for  Outreach 
Services  Teen  Weekends.  Smdents 
cross-countrv'  sided,  went  to  Cape  Cod 
beaches  and  to  the  annual  Northeast- 
em  States  Games  of  the  United  States 
Asscxnation  for  Blind  Atliletes.  At  the 
games,  smdents  competed  in  swim- 
ming, track  and  field,  gymnastics, 
wrestling,  weight  lifting  and  goal  ball. 
On-campus  weekends  oftered  smdents 
skills  training  and  practical  experience 
to  give  them  greater  independence  in 
tiieir  local  communities. 

Perldns  Outreach  Services'  Satellite 
Program  in  Western  Massachusetts 
had  a  very  successful  first  year.  The 
ofiice  serves  Franldin,  Hampshire, 
Berkshire  and  Hamden  Counties. 
Located  in  Nortlifield,  the  program 
worfo  with  visually  impaired  smdents, 
dieir  fiimilies  and  classroom  and 
itinerant  teachers.  Like  other  Satellite 
Programs,  the  office  is  also  a  resource 
center,  offering  a  collection  of  testing 
materials,  books,  periodicals  and 
accessibility  equipment. 

Student  and  Client  Activities 

Our  smdents  and  clients  were  busy, 
as  usual,  in  1991.  Here  aie  just  a  few 
highlights  of  their  activities. 

Busch  Gardens  visitors  —  a  cocka- 
too, penguins,  a  snake,  an  alligator,  an 
ostrich  egg  and  Safari  Park  staff — 
delighted  Perldns  smdents  and  clients 
with  their  second  annual  spring  visit. 

For  the  21st  consecutive  year,  our 
Lower  School  smdents  smelled  the 
fresh  salt  air,  felt  the  coolness  of  a 
June  ocean  and  hilced  the  National 
Seashore's  braille  trail  on  Cape  Cod. 

Last  December,  the  Boston  Ballet 
hosted  Perkins  smdents  at  a  special 
performance  of  the  Nutcracker,  which 
was  also  signed  for  the  hearing 


impaired.  The  dance  and  s)'niphony 
captivated  the  students,  as  did  the  post- 
performance  ice  cream  party 

The  Perkins  Handbell  Ensemble 
hosted  the  1 1th  annual  New  England 
Handbell  Festival  on  May  22nd  in 
Boston's  Old  South  Church.  Nine 
oiganizations  rang  in  celebration. 

For  the  second  time  in  six  years, 
Perkins  hosted  the  annual  Eastern 
Athletic  Association  for  the  Blind 
Track  Meet  in  May  Runners  from 
seven  schools  attended  the  weekend 
event.  Our  adapted  track  lets  blind 
smdents  compete  in  foot  races.  The 
runners  use  guide  wires  that  run  the 
length  of  the  track  along  each  lane. 

The  Senior  Class  made  its  way 
to  Montreal  for  a  trip  filled  with  sight- 
seeing, shopping,  good  eating,  jet 
boating  and  speaking  French. 
They  visited  Notre  Dame  Cathedral, 
Olvmpic  sights  and  the  Expo's 
baseball  field. 

Graduation:  The  Class  of  1 991 

The  sun  shone  down  on  20  seniors 
on  graduation  day,  which  was  one  of 
Perkins'  most  memorable.  Diana 
Golden  addressed  the  class.  Despite 
losing  her  right  leg  to  cancer  at  age  12, 
she  became  a  downhill  ski  racing 
competitor  and  won  numerous 
national  and  world  championships 
and,  in  1988,  a  gold  medal  at  the 
Calgary  Winter  Olympics.  She  shared: 
"When  you're  looking  for  something 
new,  there's  a  mixture  of  emotions  that 
goes  on:  on  one  hand  it's  exciting  and 
on  the  other  it's  terrifying.  Take  the 
adventure  that's  out  there  for  you... 
You  are  differendy-abled  than  other 
people,  and  you  have  a  wealth  of  gifts 
that  you  can  give  to  those  people." 

Alumni  Weekend 

The  school's  annual  alumni  week- 
end was  once  again  a  tremendous 
success.  Attendance  surpassed  1 10,  an 
all-time  high.  The  three  days  of  events 
—  including  lunch  by  the  pond. 


singing,  the  annual  baseball  game  and 
many  reminiscences  —  followed  the 
June  1991  graduation. 

Howe  Press 

At  Howe  Press,  brailler  repair 
workshops  continue,  as  trainees  from 
three  countries  visited  the  Perkins 
campus  during  1991.  In  addition,  two 
Howe  Press  employees  taught  a 
brailler  repair  program  in  France. 

Employee  Recognition 

Twenty-nine  Perkins  employees 
were  honored  for  their  long  service  to 
the  school  during  the  1 1th  annual 
Service  Awards  Ceremony  Elaine 
Tulis,  with  30  years  of  service,  received 
a  Perkins  chair,  which  she  has  taken 
with  her  into  what  we  are  sure  wiU  be 
a  happy  retirement. 

The  Anne  Sullivan  Medal 

Since  the  Anne  Sullivan  Medal's 
inception  in  1965,  only  41  had  been 
awarded.  But  in  1991,  Perkins  present- 
ed the  42nd  through  46th  medals  to 
international  recipients  in  recognition 
of  their  achievements,  contributions 
and  efforts  on  behalf  of  those  who  are 
deaf-blind. 

Volunteers 

Perkins  Volunteers,  who  now 
number  more  than  150,  were  honored 
at  a  dinner  in  May  Besides  serving  as 
companions  and  readers  to  smdents 
and  clients,  volunteers  also  help  in 
classrooms  and  cottages.  And  at  the 
Perkins  Braille  and  Talking  Book 
Library,  volunteers  record  materials  for 
the  Library's  talking  book  collection. 

Perkins  Braille  and 
Talking  Book  Library 

The  Regional  Library  for  the  Blind, 
offering  services  to  more  than  13,000 
patrons  statewide,  is  now  called  the 
Perkins  Braille  and  Talking  Book 
Library  The  Library's  ftinding  was 
transferred  to  the  Massachusetts  Board 
of  Library  Commissioners,  and  the 
Board  has  expressed  its  commitment 


to  expanding  the  Library's  services  for 
all  consumers. 

Annual  Fund 

Our  thanl<s  go  to  the  Annual 
Fund  donors  who  contributed  a 
record  $660,000  to  Perldns  in  1991. 
Our  donors'  generosity  is  particularly 
essential  and  appreciated  during 
tiiese  difficult  financial  times  iii  the 
Commonwealth. 

In  Memoriain 

With  sadness,  we  report  the  passing 
of  five  corporation  members.  Mr. 
Donald  F.  Baumgarmec,  Mrs.  Melville 
Beaton,  Miss  Mollie  Cambridge,  Mrs. 
Tiygve  Gunderson  and  Mrs.  Charles 
W  Hubbard  passed  away  during  the 
year.  We  wish  them  peace. 

Thank  Tou 

This  retrospective  on  1991  would 
hardly  be  complete  without  adding  the 
many  thanlcs  that  are  due  the  Perldns 
teachers,  staff,  trustees  and  coiporation 
members,  feur  work  is  what  malces 
Perldns  a  leader,  "four  dedication  is 
what  supports  the  Perldns  legacy 
Thank  you  for  helping  dreams  come 
true  —  the  dreams  of  so  many 
former  and  current  Perkins  smdents 
and  clients. 


(y^"^ 


C.  Richard  Carlson 
President 

Kevin  J.  Lessard 
Director 


COMMUNITY 

LIVING 

SERVICES 


Community  life: 

On  the  Perkins  campus 

and  beyond 


.^TFII 


IR5T  GLANCE.  THE  RESIDENCES 
LOOK  LIKE  ANY  OTHER  HOMES. 
AT  ONE  HOME.  "BUD."  A  BLACK  LAB 
SPORTING  A  RED  BANDANNA. 
COMES  TO  THE  DOOR  WITH  HIS 
TAIL  WAGGING.  THE  DINNER  TABLE 
IS  NEATLY  SET  WITH  TEN  PLACES. 
IN  ANOTHER  HOME.  AN  AFGHAN 
IN  THE  CORNER  OF  THE  COUCH  IS 
READY  FORA  CHILLY  EVENING. 
PLANTS  SOAK  UP  THE  LATE  AFTER- 
NOON SUN.  IN  STILL  ANOTHER 
HOME.  BESIDE  THE  COUCH.  CHAIRS. 
COFFEE  TABLE  AND  TV  IN  THE 
LIVING  ROOM.  THERE'S  AN  EXERCISE 
BIKE  -WITH  TOHN"  PRINTED  IN 
BLACK  MARKER  PEN  ON  ITS  FRAME. 


In  all  the  homes,  pots,  pans  and 
dishes  till  the  kitchen  cabinets.  Bureaus 
are  piled  wdtli  personal  possessions: 
combs,  brushes,  coins,  collectibles, 
photographs.  Some  spaces  are  neat 
and  tidy,  others  are  less  organized. 
Radios,  stereos,  televisions  and 
musicians  compete  with  each  other: 
Red  Sox  play-by-play,  bongo  dnjms 
and  strains  of  Chairman  of  the 
Board's  popular  1960s  hit,  "Give 
Me  Just  a  Litde  More  Time,"  fill  the 
hall  light  now. 

The  residents  in  these  homes 
work  and  socialize.  Some  volunteer 
their  services  -  at  a  local  nursing  home, 
at  the  Arthritis  Foundation,  at  the 
Watertown  Rec\'cling  Center.  Many 
like  to  cook,  eat  out,  shop  and  clean. 

Looldng  more  closely,  these  homes 
are  a  bit  different  firom  other  homes. 
In  kitchen  cabinets,  braille  index  cards 
label  canned  goods.  A  two-sided  sign 
hangs  on  one  bathroom  door  -  on  one 
side  of  the  sign,  the  sharp-sided  velcro 
strips  form  an  "X"  for  "occupied" 
and,  on  the  other,  the  soft-sided  velcro 
strips  form  a  triangle  for  "fi^ee."  In 
one  apartment,  a  strobe  light's  flash 
announces  a  visitor's  arrival.  A  differ- 
ent flash  indicates  that  the  phone  is 
ringing.  Braille  books  and  magazines 
line  bookshelves.  Mobility  canes  are 
often  by  the  front  door  or  folded  up 
and  placed  on  bureaus.  The  firant 
doors  have  access  options  -  stairs  or 
a  ramp.  Spacious  bathrooms  are 
equipped  with  railings  and  wheel- 
chair-accessible adaptations,  and 
they're  generally  free  of  personal  effects 
that  residents  keep  in  their  rooms. 

At  Green  Street  House,  the  resi- 
dents have  a  highly  structured  and 
comprehensive  program.  At  the  house 
next  door,  Greenwood,  residents 
perform  many  of  their  daily  activities 


alone,  with  staff  members  providing 
support  and  guidance.  That  same 
independence,  and  sometimes 
more,  is  apparent  in  the  residents  at 
Beechwood,  which  is  located  on 
the  Perkins  cainpus  in  die  Northeast 
Building.  And  at  tlie  Arsenal 
Apartments,  a  building  with  several 
"Perkins"  apartments,  residents 
live  alone.  Staff  members  visit  on 
ocaisional  weekday  evenings  to 
offer  assistance  reviewing  finances, 
balancing  checkbool^,  reading  mail, 
and  acting  as  mentors  or  advisors. 

All  the  residents  have  some  degree 
of  visual  impairment.  Some  are  multi- 
handicapped;  some  are  deaf-blind; 
some  have  learning  disabilities.  They 
range  in  age  from  22  to  60.  Although 
they  differ  in  abiKty  those  who  under- 
stand the  concept  actively  seek  their 
independence.  Because,  most  of  alL, 
they  want  to  be  -  independent  -  just 
like  everybody  else. 


)  A  I  M  I      LARD 


tj  Hi 


I  AM 

DEAF 


IE  POINTS  TO  HERSELF.  CROSSES 
HERAFLMS  OVER  HER  CHEST,  THEN 
FOLDING  IN  HER  RIGHT  THUMB, 
MOVES  HER  HAND  WITH  FINGERS 
EXTENDED  BACK  AND  FORTH 
FROM  HER  CHIN:  T  LOVE  TO  TALK." 
lAIMI  SAYS. 

Deaf-blind  from  birth,  she  commu- 
nicates with  the  graceflil  motion  of  sign 
language  or  through  her  touch  on  the 
computer's  keyboard. 

Her  \'oice,  however,  rings  clearly 
tlirough  die  silence. 

"I  want  to  help  people  learn  about 
the  deaf-blind  community,"  she 
signs  with  intensit\'  as  the  interpreter 
conveys  her  message  orally 

She  pauses  and  her  smile  broadens: 
'1  want  to  help  the  deaf  blind  commu- 
nity learn  about  the  rest  of  the  world." 

Her  mother  had  rubella  (German 
measles)  while  she  was  pregnant  with 
Jaimi.  As  a  result,  Jaimi  was  bom  deaf 
and  legally  blind.  At  age  l'/2,  she  signed 
her  first  word,  "apple."  At  age  5  she 
came  to  Perkins,  where  she  lived  until 
graduating  in  June  1986. 

Now  she's  27.  Shoulder-length 
browTi  hair  frames  her  soft  features,  her 
wide  brown  eyes  shining  just  below 
her  bangs.  For  the  past  five  years,  she's 
lived  with  a  roommate  in  a  Watertown 
apartment  as  pait  of  the  Perkins 
Community'  Living  Services  Program. 
She  works  as  a  courier  at  Brigham  and 
Women's  Hospital.  She's  been  dating  a 
man  steadilv  for  more  than  two  years. 
She's  active  in  Boston's  Deaf-Blind 
Contact  Center  She  loves  to  go  to 
restaurants,  and  cook  and  entertain  at 
home.  Her  social  life  brims  with 
events,  parties  and  meetings. 


"We  [deaf  blind  people]  don't 
want  to  stay  home  and  be  lonely  and 
depressed  and  twiddle  our  thumbs," 
she  says.  Then  her  face  lightens  and 
she  makes  sweeping  motions  with 
her  arms,  "We  want  to  go  out  and 
experience  the  world  to  its  frailest  and 
share  it  with  our  fiiends." 

Her  fiiends  are  many  During 
the  course  of  an  hour,  she  fiequendy 
checks  the  ringing  phone.  When  a 
strobe  light  flashes  to  alert  her  to  an 
incoming  call,  she  checl<5  whether 
the  call  is  coming  through  her 
computer  or  through  the  TDD 
(telecommunications  device  for  the 
deaf).  Messages  appear-  in  3-inch  tall 
letters  that  Jaimi  reads  at  close  range. 

When  she's  at  work,  Jaimi  dons 
dark  glasses  because  the  hospital's 
bright  lights  huit  her  sensitive  eyes. 
The  running  shoes  on  her  feet  speed 
her  quietiv  through  the  corridors.  On 
her  blazer,  she  wears  a  button  that 
reads  in  large  letters,  "I  am  deaf,"  and 
in  smaller  letters  at  the  bottom,  "and 
have  poor  sight."  The  button  lets 
people  know  that  they  need  to  touch 
her  shoulder  to  get  her  attention. 

Today  is  difierent  fixam  her  usual 
day  in  the  hospital's  Transportation 
Department,  because  today  Jaimi  has 
an  interpreter  with  her  as  she  makes 
her  rounds  through  the  hospital's 
endless  lab\Tinth.  People  can  spealc  to 
Jaimi  through  the  interpreter;  Jaimi 
"hears"  with  the  hand  she  places  on 
the  interpreter's  hand,  and  the  inter- 
preter gives  voice  to  Jaimi's  responses. 
Jaimi  is  quick  to  make  introductions 
to  all  the  hospital  staff  members  on 
her  route. 

She  makes  rounds  of  the  hospital's 
floors,  picking  up  patients'  samples  and 
mail  that  she  brings  by  cart  to  labora- 
tories in  the  lower  level.  For  protec- 
tion, Jaimi  and  the  other  couriers  wear 
white  rubber  gloves  as  they  go  about 
their  rounds.  As  a  safety  measure, 
Jaimi  insists  that  the  interpreter  wear 


gloves  too.  The  gloves  quietly  squeak 
and  gush  trapped  air  as  Jaimi  and  her 
interpreter  swifidy  sign.  At  the  end  of 
the  route,  they  remove  their  gloves 
and  wash  up. 

On  her  next  round,  she's  just 
picked  up  samples  from  Day-Suigery 
Preadmission  Testing.  As  she  exits 
through  the  waiting  area,  a  woman 
reaches  for  her  arm.  Jaimi  stops  and 
the  woman,  Louise,  signs  to  Jaimi. 

"How  did  you  know  I  was  deaf," 
Jaimi  asks. 

"I  saw  your  button,"  Louise  says. 

Jaimi  smiles  with  satisfaction  -  it 
worked!  People  sometimes  don't  read 
her  lapel. 

Jaimi  asks  Louise  where  she's  from. 
When  Louise  signs  "Quincy,"  Jaimi 
reels  off'a  list  of  people  that  Louise 
may  know,  and  they  do  have  several 
mutual  friends.  Jaimi  asks  Louise 
if  she'll  be  attending  a  meeting  for  the 
deaf  in  Quincy  next  month.  Louise 
says  that  it  depends  on  her  recovery 
from  the  heart  surgery  she's  having 
next  week.  When  Jaimi  wishes 
her  good  luck  and  a  speedy  recovery 
Louise's  eyes  brim  with  thanks. 

Louise's  daughter-in-law  comes 
forward.  "Thank  you  for  speaking 
with  her  -  she's  nervous,"  she  says  of 
her  mother-in-law.  "You  made  her 
feel  more  comfortable." 

During  her  free  time  when  she's 
not  at  work,  Jamie  is  active  in  the 


Deaf-Blind  Contact  Center,  an  organi- 
zation that  advocates  for  its  members, 
as  Jaimi  explains,  "so  they  don't  need 
to  stay  home  and  depend  on  their 
parents  all  the  time."  Besides  pro\'iding 
services  for  deaf-blind  members,  such 
as  shopping  for  food  and  running 
errands,  she  says,  "We  make  plans 
for  going  out  and  having  fiin"  -  trips 
to  the  Museum  of  Science,  piaiics, 
walks  and  movies.  For  the  past  two 
years,  she's  been  vice  president  of  the 
Center's  Board  of  Directors. 

On  weekends,  Jaimi  goes  out 
with  her  boyfriend,  John.  They  met 
at  Perkins  and  were  friends  for  several 
years  before  they  started  dating  two 
years  ago.  John  is  deaf,  she  explains, 
but  he  can  see  better  than  Jaimi. 

Besides  going  to  parties  and 
meeting  friends,  they  frequendy 
eat  out  -  her  favorite  type  of  food  is 
Italian,  but  dessert  is  Jaimi's 
favorite  course. 

Four  evenings  a  week,  a  Perldns 
staff"  member  visits  Jaimi  to  help 
her  balance  her  checkbook  or  discuss 
day-to-day  issues.  Lynne  Arcidino 
coordinates  these  home  visits  for 
Community  Living  Services. 


"She's  grown  so  much  and  become 
so  much  more  independent,"  Lynne 
says.  When  Jaimi  first  moved  off" 
campus,  her  home  visits  would  last  an 
hour  or  two  -  now  they  last  15  to  30 
minutes,  depending  on  JaiiTii's  needs. 

Lynne  says  Jaimi's  greatest  strength  is 
her  ability  to  network:  "She's  built  a 
huge  network  of  people  for  support  - 
people  she  exercises  or  grocery  shops 
with;  people  who  read  die  newspaper 
to  her.  And  she's  always  been  so 
motivated  to  learn." 

Jaimi  says  that  during  her  years 
at  Perldns,  her  favorite  classes  were  in 
vocational  training  and  independent 
living  sldlls.  "In  the  cottages,  we  were 
always  training  for  the  friture,  for  living 
in  real-life  apartments,"  she  says. 

The  results  of  her  schooling  are  real. 
She  says,  'Tm  excited  mid  eitthusiastk 
about..."  She  puts  her  right  palm  on 
her  chest  -  "my....''  She  malces  two 
fists  and  raises  both  pinlcy  fingers,  then 
she  crosses  and  uncrosses  her  arms 
across  her  chest  and  lowers  her  pinkies  - 
''independent...."  She  extends  the 
pointing  fingers  and  thumbs  from  her 
fists  and,  starting  from  her  waist,  sweeps 
her  hands  toward  her  chin  -  "Ufi." 


PAUL 
YUSIKONES 


«_y^  FTERHt 


IE  HAD  BEEN  AT  HIS 
HOME  ON  GREEN  STREET  FORA 
YEARAND  A  HALF.  PAUL  SHOCKED 
STAFF  MEMBERS  VISITING  FROM 
HIS  FORMER  FLESIDENCE:  HE 
CAME  HOME  FROM  WORK  AND 
HUNG  UP  HIS  COAT. 

"The  people  from  his  old  school 
were  amazed,"  says  JefFMigliozzi,  a 
residence  supervisor.  Paul,  41,  had 
lived  at  a  state  school  since  age  2  before 
entering  the  Perkins  Community 
Living  Services  Program. 

That  may  have  been  his  first  big 
triumph  but,  Jeff  says,  "Now  he's  gone 
way  be\'ond  hanging  up  his  own  coat 
-  he's  part  of  the  community" 

He  turns  the  comer  on  Green 
Street,  walking  arm-in-arm  with  Felista 
Gallagher,  his  client  advocate.  The 
sunshine  teases  his  eyes  into  a  squint; 
their  conversation  teases  his  mouth  into 
a  smile. 

Paul  and  another  client  were  part 
of  die  de-institutionalization  move- 
ment, which  helped  integrate  handi- 
capped people  into  community 
dwellings  where  they  were  challenged 
to  learn  and  grow.  Since  moving  to 
Green  Street  in  the  fall  of  1984,  Paul 
has  shown  steady  progress. 

He  lives  with  seven  other  dients, 
who  are  also  supported  by  a  Perkins 
staff  of  professionals,  including  the 
residence  staff,  clinicians,  a  speech 
therapist  and  a  psychologist.  All  of  the 
Green  Street  clients  go  to  some  form 
of  work  daily 


Since  he's  come  to  Green  Street, 
Paul  has  been  participating  at  the 
Greater  Waltham  Association  for 
Retarded  Citizens'  day  education 
program,  where  he's  developing  his 
motor  skills.  He  also  takes  part  in 
acti\itites  such  as  cooking,  trips  and 
excercise  classes. 

Later  this  yeai",  Paul  may  move  to 
a  workshop  tliat  will  provide  more 
direct  vocational  training,  says  Mary 
Faith  Sutton,  the  Green  Street  House's 
residence  manager  and,  previously, 
Paul's  client  advocate. 

They  stop  at  the  comer  of  the  street 
and  watch  for  oncoming  cars  before 
crossing.  Paul  is  grinning  as  Felista  lists 
some  of  their  shared  actirnties:  creative 
movement  exercises,  outdoor  concerts 
in  Watertmvn,  playing  in  the  pool  and 
sprinkler,  playing  ball  and  dancing. 

"Tou  have  great  rhythm,  right, 
Paul?"  she  says. 

"Yeah,  right," he  replies. 

When  he  first  arrived  at  Green 
Street,  he  had  a  behavior  problem. 
Over  time,  he  came  to  trust  the  staff 
and  understand  his  day-to-day  routine. 

"He  has  lots  more  ability  to  control 
his  behavior,"  Mary  Faith  says.  His 
ability  to  tolerate  fi-ustration  has 
improved,  and  he  tries  to  express 
himself 

"He's  grown  and  we've  grown  in 
our  ability  to  understand  what  he's 
trying  to  say,"  she  adds. 

Although  he  isn't  too  tall,  his  frame  is 
large  and  resplendent  in  the  Hawaiian 
print  shirt,  kelly green  pants,  sky  blue 
suspenders  and  black  high-top  sneakers 
that  he's  wearing.  He  rocks  forward  on 
his  left  foot  and  nviftly  follows  with  his 
right  as  they  stride  along. 

Paul  has  become  more  comfortable 
with  changes,  for  example,  in  his 
routine  or  in  stafiing.  When  Felista 
first  began  worlcing  with  liim  a  year 
and  a  half  ago,  however,  he  had  not  yet 
found  this  comfort. 


"He's  a  big  guy,"  she  says.  "Until  I 
changed  myself,  he  used  to  unsettle 
me."  She  changed  hei^elf  by  taking 
charge.  She  told  him  that,  when  his 
behavior  was  a  problem,  he  would 
need  to  sit  and  collea  himself  beneath 
a  big,  old  maple  tree  in  the  bade  yard  - 
beneath  what  came  to  be  known  as  the 
'Teaceful  Tjjee."  So  he'd  sit  and  let 
calmness  overtake  him. 

Felista  smiles  fondl);  remembering 
the  way  he  used  to  sit  beneath  the  tree. 

Eventually,  he  needed  to  spend  less 
and  less  time  in  the  tree's  shacle  to 
calm  himself.  Ironically,  an  arborist 
determined  that  the  'Teaceful  Tree" 
was  diseased  and  had  to  be  removed. 
Felista  decided  to  have  a  ceremony 
with  Paul  for  the  tree  -  to  thanlc  it  for 
its  gift  of  peace  and  to  say  goodbye  - 
to  ease  Paul  through  the  loss. 

"Remember?"  Felista  asks  when  they 
stop  for  a  break.  "We  made  a  tribute  to 
the  Teacefid  Tree.'  Then  we  made  your 
mask  in  memory  of  the  tree  that  helped 
you  so  much." 

"Yeah,  my  mask, "  he  says  as  she 
hands  him  the  paper  mache  mask  that 
he  decorated  with  paint,  and  woodchips 
and  sawdust  fi'om  the  tree.  He  affirms 
his  response  by  brin£iing  the  mask  to  his 
face  and  peering  through  the  eye 
openings. 

"He  remembers,"  she  smiles  with 
satisfaction. 

Remmnng  the  mask,  he  takes  a  few 
svpallmvs  of  water  and  prepares  to  resume 
their  walk. 


The  mask  hangs  in  Paul's  room 
when  ifs  not  in  use.  Rjr  two  months, 
though,  in  the  fall  of  1990,  it  was  on 
exhibit  at  die  Multi-Cultural  Arts 
Center  in  Cambridge  with  Felista's 
description  of  the  tree  ceremony  His 
artwork  was  part  of  Behind  the  Mask, 
an  exliibit  of  masl<s  by  aitists  from 
around  the  world,  including  1 1  others 
from  New  England. 

He  takes  her  arm  as  they  head  down 
the  walk  and  turn  left. 

"Sometimes  in  pure  happiness,  he'll 
just  spontaneous!}'  giggle  and  laugh," 
Man'  Faith  says.  'He's  infectious  when 
he's  in  a  good  mood." 


'Tfes,  ifs  very  clear,"  Felista  adds. 
"When  he's  happy  you  laiow  he's 
happy  -  he  giggles." 

"He  responds  to  caring  and  to 
people  being  there,"  Mar}'  Faith  says. 
'And  staff  find  fi.ilfillment  when  they 
work  with  him." 

As  they  round  the  bend,  a  giggle 
escapes  from  his  lips. 

"Are  you  feeling  happy?"  Felista  asks. 

'HCeab, "  Paul  responds.  ^Tfeel 
pretty  good. " 

"You  make  me  feel  good  too,  Paul," 

she  says. 


BERNARD 

"SKIP" 

WEISENBERGER 


^hI'- 

^K   "i 

'r 

-■'i™ 

-  '^., 

- 

CyW't  LAST  TIME  SKJP,  44.  CAME 


UNESCORTED  TO  THE  JOHN 
HANCOCK  TOWER  IN  BOSTON,  HE 
SAYS.  "IT  TOOK  ME  FOUR  HOUEIS 
AND  I  WALKED  FOUR  MILES  GOING 
THE  WRONG  WAY."  THAT  WAS 
ABOUT  10  YEARS  AGO. 

Not  today,  though.  He's  standing  in 
the  lobby,  holding  his  mobility  cane 
and  checking  his  watch.  "T  didn't  get 
lost  this  time,"  he  announces  with 
evident  pride,  and  outlines  his  journey. 
From  his  worl<shop  at  South  Station, 
he  took  the  subway  to  Somerville 
where  he  dropped  off  a  co-worker's 
paycheck.  From  there,  as  he  says,  he 
"moseyed  on  bade"  into  Boston  to  the 
Hancock  Tower. 

Skip  used  to  come  to  work  fk)m 
Arlington  with  his  mother  -  they  both 
worked  at  the  Hancock  building.  His 
mother  was  a  hygienist  in  the  dental 
clinic,  while  Skip  assembled  medical 
test  kits  for  use  by  potential  subscribers 
to  the  company's  insurance  policies. 

When  his  mother  retired  10  years 
ago,  anxiety  overtook  him.  That's 
when  he  got  lost  coming  to  work,  so 
he  had  to  stop  working.  "I  got  scared 
when  Mom  retired,"  Skip  recalls.  "I 
got  scared  somehow."  He  had  worked 
at  Hancock  for  15  years. 

Skip  became  anxious  because  he 
had  to  take  public  transportation  to  get 
to  work  after  his  mother  retired.  But 
for  Skip,  that  posed  a  special  problem 
because  he  has  retinitis  pigmentosa 
(RP),  a  degenerative  eye  disease  that 
doaors  diagnosed  about  20  years  ago. 
RP  causes  loss  of  peripheral  vision, 
which  narrows  the  visual  range  into  a 
tunnel.  Skip's  sight  is  strongest  at  the 
middle  of  the  ainnel  where,  from  close 
range,  he  has  some  vision.  From  a 


distance  he  sees  onlv  shapes  and 
shadows  in  the  tunnel.  "I  can  see  a 
little  bit,"  he  says. 

Eight  years  ago  he  came  to  the 
Perkins  Community  Living  Sendees 
Program  and,  for  the  past  seven  years, 
has  lived  in  the  Greenwood  residence 
on  Green  Street  in  Watertown  with 
seven  other  male  clients.  He's  devel- 
oped a  lot  of  self-confidence  since  he 
started  at  Perkins  and,  as  a  result,  has 
gained  more  and  more  independence. 
But  he's  working  toward  becoming 
even  more  independent. 

"When  Skip  first  came  he  was 
very  soft  spoken,"  says  Vinnie  Gookin, 
the  Greenwood  residence  manager. 
"He'd  mumble.  The  change  in  him  is 
most  dramatic." 

"I  go  to  a  doaor  in  Maiden  by 
myself,"  Skip  sa^'s  quite  forcefiilly  "And 
1  get  my  rent  money  and  phone  bill 
money  at  the  bank.  1  get  a  haircut  and 
1  take  the  T  [subway]  by  myself  1  go 
to  work  by  myself,  too." 

For  the  past  four  years.  Skip  has 
worked  at  Community  Wbrkshops, 
a  sheltered  workshop  near  South 
Station.  As  part  of  his  job,  he  takes 
magazine  pages  that  have  been  cut 
into  strips  and  rolls  them  up  into 
beads,  which  are  then  lacquered  or 


10 


varnished  and  made  into  jewelry  He 
also  collates  materials  for  mailings. 

After  work,  Skip  comes  home  and, 
depending  on  the  night,  may  cook 
part  of  the  dinner  meal  for  the  house  - 
his  favorite  is  lasagna.  Dinner  is  the 
one  time  that  all  the  clients  gather 
together  and  eat  with  the  house  staff. 
"Dinner  is  an  important  time  because 
we're  all  together,"  says  Vinnie.  "This 
is  our  home.  We  relax  and  have  fiin." 

"We  talk  about  sports  a  lot.  There 
are  good  players  now,  but  they  are 
nothing  like  the  old  ones,"  Skip  says 
wistfiiUv  "Carl  Yastrzemski  was 
my  favorite." 

On  ^^dnesday  nights  the  house 
has  a  group  meeting.  Topics  range 
from  recycling  and  locating  commu- 
nity resources  to  planning  dinner 
menus,  outings  and  small  group 
activities.  The  meeting  also  deals  with 
issues  that  arise  when  eight  adult  men 
live  together:  from  shutting  off  lights 
upon  leaving  a  room  to  policies 
surrounding  company  for  dinner  and 
overnight  guests. 


On  other  nights.  Skip  does  chores. 
Monday  night  he  cleans  his  half  of  his 
room,  and  gives  his  roommate  Eric  a 
hand  with  the  other  half.  "I  even  talce 
the  brush  off"  the  vacuum  and  go  way 
in  the  small  comers,"  he  says. 

Thursday  night  he  cleans  the 
common  spaces  -  the  second  floor 
office  and  the  first  floor  li\dng  room, 
dining  room  and  kitchen.  The  rooms 
glisten  in  the  late  afternoon  sun. 
Everything  is  orderly  and  in  its  place. 

"Nobody  else  volunteered  to  do  the 
bathroom,  so  I  do  that  on  Saturday," 
he  laughs. 

'Tm  pretty  neat,"  he  says,  admitting 
that  his  cleanliness  standards  are  liigh. 

And  his  housemates'  standards.^ 
"By  my  books,  the  guys  are  neat,"  he 
says  with  a  twinkle,  "well,  pretty  neat, 
I  mean." 

When  his  chores  are  finished. 
Skip  may  watch  television  -  cowboys, 
police,  movies  or  news.  His  other 
recreation  includes  listening  to  die 
radio,  candlepin  bowling,  swimining, 
going  out  to  dinner  and  meeting 
fiiends. 


Sldp's  sister  and  his  mother  are  - 
sort  of-  the  reason  behind  why 
Bemard  Weisenberger  came  to  be 
known  as  "Sldp." 

'My  sister  was  4  at  the  time,"  he 
says.  "She  sat  on  Santa's  lap  and  asked 
for  a  baby  brother  for  Christmas." 
Santa,  and  Mom,  fijliilled  her  wish 
a  little  before  the  holiday  -  on 
December  17,  when  Sldp  was  bom 
two  months  early. 

"I  slapped  two  months,  so  they 
called  me  Skip,'"  he  laughs.  Weighing 
only  four  poiuids  at  birth,  he  had  to 
stay  in  the  hospital  for  a  week  or  two 
until  he  gained  some  weight. 

Bemard  may  have  become  "Sldp" 
because  of  his  premature  birdi,  but  the 
niclcname  is  just  as  effective  in  describ- 
ing how  he  responds  to  difficulties  and 
challenges.  Whether  overcoming  his 
premature  birth  or  overcoming  his  fear 
and  malting  his  way  to  the  Hancock 
building  alone,  Sldp  says:  "You  might 
get  down  when  something  goes 
wrong,  but  you  gotta  bounce  right 
up  and  keep  going." 


T  R  A  C  E  Y 
REYNOLDS 


V. 


OLUNTEERING  AS  A  "FRIENDLY 
VISITOR"  AT  A  NURSING  HOME  IS  A 
SATISFYING.  GENEROUS  WAY  TO 
SPEND  FREE  TIME,  AND  ITS  NOT 
PARTICULARLY  UNUSUAL  -  UNLESS 
YOU'RE  DEAF-BLIND  AS  TRACEY  IS. 

Tj-acey,  24,  visits  each  Saturday  with 
Laura,  75,  at  Chetw^Tide  Nursing 
Home  in  Newton.  They  discuss  die 
weather  and  Laui-a's  children,  a 
daughter  and  two  sons.  She  also  \asits 
witli  Sidney,  88. 

But  she  doesn't  think  it's  that 
unusual.  'T  lo\'e  being  with  people," 
Tracey  says  witli  conviction  in  her 
voice,  "and  a  lot  of  elderly  people  are 
lonesome."  It's  a  peifea  match. 

'Tm  oral,"  she  says.  "I  like  to  use 
my  voice.  I  know  sign  [language],  but 
I  love  to  use  my  voice."  Tracey  hears 
through  a  Wall<man-lilce  device  tliat 
has  two  wires  extending  fi^om  a  small 
amplifier  box.  One  \vii-e  leads  to  an 
ear  plug  resting  in  her  eai-;  the  otlier 
leads  to  a  iTiicrophone.  Thi^ough  this 
apparatus,  she  can  use  the  little 
hearing  she  has. 

She  began  her  speech  training  when 
she  first  came  to  the  Perlcins  Deaf- 
Blind  Program  at  age  4.  "When  I  was 
a  little  girl  I  couldn't  spealc  very  well," 
she  says.  "I  used  to  practice  a  lot." 
To  learn  how  to  forni  sounds,  she 
would  feel  people's  lips  and,  thi'ough 
their  tlii'oats,  feel  the  vibra- 
tions fixjm  tlieir  voices. 

Tracey  has  been  blind 
since  shordy  after  her  biith. 
"T  was  a  premature  baby" 
she  says.  T  was  supposed  to 
be  bom  Januaiy  27,  but  I 
was  bom  November  4,  so 
they  put  me  in  an  incubator" 
Pure  oxygen  in  die  incubator 


may  have  helped  her  and  other 
premature  infants  to  breathe  but,  as 
doctors  later  discovered,  eye  damage 
resulted  and,  Tracey  says,  her  hearing 
was  also  impaired. 

Tracey  graduated  from  the  Deaf- 
Blind  Program  three  years  ago  and 
came  to  the  Perkins  Qammunity 
Living  Services  Program  at  the 
Beechwood  residence.  Although  diis 
residence  is  in  the  Nordieast  Building 
on  the  Perkins  campus,  die  four 
residents  live  in  their  second  floor 
apartment,  separate  fi'om  campus  life. 
The  apaitment  has  a  li\Tng  room,  two 
bedi-ooms,  an  eat-in  Idtchen,  two 
bathrooms  and  a  staff  office.  A  washer 
and  dryer  are  on  die  first  floor,  where 
Txacey  is  heading  now. 

One  arm  wraps  around  her  laundry 
basket,  while  the  other  directs  her 
mobUit}'  cane  down  the  coiridor  to  the 
launcky  room.  She  puts  down  the 
basket,  opens  the  washer  and  feels 
inside  to  mal<e  sur^e  if  s  empty,  then 
puts  her  clothes  inside. 

She  pid<s  up  the  festive  looking  tin 
at  die  bottom  of  the  basket.  The  label 
reads,  "Russell  Stover  Ribbon  Candy" 
A  snack  to  pass  die  time?  No,  ifs  soap 
powder  and  a  measvu^e  -  using  the 
candy  tin  means  she  doesn't  have  to 
carry  a  big  box,  and  she  can  easily  dip 
in  the  measuring  cup  for  the  correct 
amount  of  soap. 

After  she  adds  the  soap  and  doses 
the  washer  cover,  she  moves  aside  her 
basket  and,  with  her  hand,  feels  the 


12 


floor  around  the  whole  base  of  the 
washer  -  making  sure  she  didn't  drop 
anything.  She  then  walks  to  the  lounge 
area  just  outside  the  door. 

For  the  past  two  years,  she's  worked 
fiill  time  at  the  National  Braille  Press  in 
Boston.  She  collates  braille  materials. 
Previously  she  worked  at  a  nvirsing 
home  where  she  made  beds,  put  away 
laundry  and  assisted  patients  -  getting 
them  beverages  or  speaking  \\ith  them. 
While  working  at  the  nursing  home 
was  satisfying,  she  finds  work  at  the 
Braille  Press  satisf}Tng  in  another  way 

'1  love  to  read,"  she  says  simply. 

Tiacey's  bookcase  is  piled  high 
with  braille  magazines  such  as  Reader's 
Digest,  Ladies' Home  Jounud  and 
Health.  On  the  shelves  below  stand 
22  crimson  volumes  of  the  braille 
Thorndike-BarnlMrt Junior  Dictionayy, 
each  one  4  inches  thicL 

Thursday  and  Fricby  nights  are  her 
fi-ee  nights  so,  after  work,  she  some- 
times goes  to  the  library,  she  says,  '7ust 
to  look  around 

"I  like  being  near  the  Perkins 
Library,"  Tracey  says,  "I  know  it  well. 
The  building  is  very,  very  beautiflil." 

She  stops  then  and  rises  to  check  her 
wash.  She  empties  the  contents  of  the 
machine  into  the  dryer  and,  one  last 
time,  runs  her  hand  around  the  inside 
of  the  washer's  tub  to  check  for  way- 
ward clothing. 

'1  like  being  near  the  people  at 
Perkins  School,"  she  says  as  she  retires 
again  to  the  lounge. 

Her  favorite  lessons  at  Perkins  are  in 
independent  living  skills  because,  she 
says,  '1  like  to  be  self-reliant. 

'I  like  cooking  by  myself,"  she  says. 
"In  the  summer  I  make  tuna  fish 
sandwiches  and  American  chop  suey" 

To  help  her  distinguish  between 
similarly-sized  canned  goods, 
Beechwood  residence  manager  Rebecca 
Gustin  will  give  Tracey  a  hand  after 


grocery  shopping  on  Monday  niglit. 
Rebecca  tells  Tracey  what's  in  each  can, 
then  Tracey  uses  her  brailler  to  make  a 
label  for  the  can. 

She  also  enjoys  mobility  training 
because  it  gives  her  greater  indepen- 
dence, but  she  finds  it  to  be  quite  a 
challenge.  "It's  hard  to  learn  something 
new,"  she  says.  "I  will  be  learning  to  go 
to  the  Greyhound  Bus  terminal  in 
Boston  soon.  Fm  excited." 

Early  on,  she  learned  to  go  to 
another  Boston  location.  "I  lilce  to  go 
to  Filene's  Basement  to  shop,"  she  says 
as  she  removes  clothes  from  the  dryer 

'T  buy  clothes  by  the  way  they  feeL," 
she  says,  as  she  rubs  the  fabric  of  her 
light  flannel  blouse  between  her 
thumb  and  fingers.  "I  like  jersey 
material,  cotton  and  denim." 


Someday  -  soon,  maybe  -  she  will 
be  moving.  "T  want  to  try  apartment 
living,"  she  says,  "so  in  the  fliture  I  will 
move  to  the  Arsenal  Apartments,"  as 
part  of  the  Perkins  Community  Living 
Services  Program. 

"I  will  probably  have  a  roommate," 
she  says.  'Tm  excited  and  a  little  bit 
scared  -  scared  about  not  knowing 
where  to  go  or  what  to  do. 

"But  I  will  get  used  to  it,"  she  says, 
as  she  folds  the  clean  wash  and  puts  it 
away  in  her  bureau.  "T  have  been  at 
Perkins  for  a  long  time.  I  have  learned 
a  lot;  I  am  ready  to  be  on  my  own.  I 
know  that  if  I  need  help,  the  staff  will 
teach  me." 


13 


I 


1 


ON-CAMPUS  PROGRAM  PARTICIPATION 

Preschool  Services  7 

Lower  School  Program  39 

Secondary  Services  61 

Life  Skills  Program  15 

Deaf-Blind  Program  55 

Adult  Services  13 

OFF-CAMPUS  PROGRAM  PARTICIPATION 


Community  Living  Services 
Infant/Toddler  Program 
Outreach  Services 
Preschool  Outreach  Services 
Project  with  Industry  Program 
Perkins  Activities  Club 


23 
121 
109 

43 
130 

45 


PROGRAM 
PARTICIPATION 


Additional 
Services:  24,700 


Ojf-Campus  Program:  471 


On-Campus  Program:  190 


ADDITIONAL  SERVICE  PARTICIPATION 


Diagnostic  Evaluation  Services  100 

Low  Vision  Services  260 

New  England  Regional  Center  for  Deaf-Blind  252 

Outreach  Services  for  Professionals  100 

Parent  and  Family  Services  800 

Educational  Leadership  Program  8 

Howe  Press  8,100^ 

Perkins  Braille  and  Talking  Book  Library  14,930* 

Volunteer  Services  150 

*C(msumers   **Patr(ms 


STUDENT  REGISTRATION 


Preschool  Services 
Lower  School 
Secondary  Services 
Life  Skills  Program 
Deaf-Blind  Program 
Adult  Services 

Total 


New 
England 

Other 

Total 

7 

0 

7 

37 

2 

39 

54 

7 

61 

14 

1 

15 

42 

13 

55 

10 

3 

13 

164 


26 


190 


15 


E  PO  RT 


N  C  I  A  L 


'U  M  M  A  RY 


THE    YEAR 


^tm 


199  1 


■jiiaHff^'r>r4i^.'i-^-*.^.:~^,^:'-tff  •  jntyiV.g<i^*-iri3t^>S^r<*iJ*;/',=Hl-t: 


wiii«JBaMUiiiiiiSifiiafi£Bauiiiitt 


;-^:.,«,>-.««»^«,^»ar.- ■  ,    ....... .■>..i«si..>a»«a»«r.»vs-^a 


RESOURCES  (IN  DOLLARS) 


Tuition 

11,722,096 

Funds  Functioning  as  Endowment 

4,457,875 

Investment  Income  and  Outside  Trusts 

3,317,507 

Other  Revenues 

4,999,568 

Grants 

3,219,463 

Other  Gifts  and  Resources 

722,824 

Total 

$28,439,333 

Tuition 

Funds  Functioninj]  a. 
Endowment 


Other  Revenue. 


Grants 


Investment  Income  and 
Outside  Trusts  


Other  Gifts  and  Resources 


EXPENSES  (IN  DOLLARS) 

Education 

13,523,342 

Depreciation 

3,159,154 

Employee  Benefits 

2,724,330 

Buildings  and  Grounds 

2,611,165 

Administration 

2,098,349 

Transfers  for  Plant 

1,027,324 

Special  Deparunents 

1,221,412 

Household  and  Food  Services 

720,438 

Interest 

1,353,819 

Total 

$28,439,333 

Education 


Depreciation  

Employee  Benefits 

Buildings  and  Grounds 
Administration 


Transfers  for  Plant 
Special  Departments 


Household  and  Food  Sennccs 


Interest 


17 


PERKINS 


E  N  D  O  W  M 


m 


ERKINS  SCHOOL  PROVIDES 
AN  EXCELLENT  OPPORTUNITY  FOR 
GENEROUS  AND  CARING 
INDIVIDUALS  TO  SHARE  WITH 
MULTI-HANDICAPPED  CHILDREN 
AND  ADULTS  OF  THEIR  COMMUN- 
ITIES. THE  GIFTS  AND  BEQUESTS 
OF  PERKINS  FRIENDS  MAKE  IT 
POSSIBLE  FORTHE  SCHOOL  TO 
SUSTAIN  THE  EXCELLENT  QUALITY 
OF  SERVICES  THAT  HAS  BECOME 
THE  PERKINS  HALLMARK  OVER 
THE  YEARS. 


While  a  few  foundation  and 
government  grants  enable  Perldns  to 
initiate  new  programs,  the  consistent 
support  of  donors  mal<:es  possible 
our  daily  academic,  residential  and 
home-based  programs. 

Those  who  wish  to  make  Perkins 
School  the  recipient  of  a  personal 
bequest  may  use  the  following  form: 

I  hereby  give,  devise  and 
bequeath  to  the  Perlcins  School  for 
the  Blind,  a  corporation  duly 
organized  and  existing  under  the 
laws  of  the  Commonwealth  of 
Massachusetts,  the  sum  of 

dollars 

($ ) ,  tiie  same  to  be 

applied  to  the  general  uses  and 
purposes  of  said  corporation  under 
the  direction  of  its  Board  of  Trustees; 
and  I  do  hereby  direct  that  the 
receipt  of  the  Treasurer  for  the  time 
being  of  said  corporation  shall  be  a 
sufficient  discharge  to  my  executors 
for  the  same. 

Such  a  notice  may  be  sent  to  the 
Tleasuier  of  the  Corporation  as 
follows: 

H.  Gilman  Nichols 
Fiduciary  Trust  Company 
175  Federal  Street 
PO.  Box  1647 
Boston,  MA  02105-1647 


19 


B  E  Q_U  E  S  T  S 
IN      E  1  S  C  A  L 
YEAR     1991 


Mai'garet  Dorothy 
Anderson 

Alminda  Bliss 
Anna  Blix 
Katie  Blix 
Mary  R.  Bowen 
Phyllis  A.  Buchanan 
MaryM.  Cunningham 
Lena  Rose  Dolloif 
Etliel  Elliott 
Hemietta  B.  Gould 
Frances  E.  Heath 
Julian  Keith  Henney 
William  C.  Hession 
Laura  E  Jubinville 
Gennaine  Lauirnt 
Laui'a  Louise  Lamlein 


Mar\'  E  McGoldrick 
Margaret  L.  Miller 
Mabelle  Fellows  Murphy 
Mabel  F.  Papademos 
Kitty  Parsons 
M.  Pearl  Patterson 
Lester  M.  Phillips 
Eva  C.  Quitt 
Pauline  Spiegel 
Maria  Talano 
Catheiine  B.  Turbet 
Lois  H.  Vatcher 
Henrietta  Mclvor  Winant 
Geoige  R.  Wriglit 
Mary  Zarella 


20 


)  ,,"-:: r 


-hool  for  the 
Blind  was  incorporated 
March  2, 1829.  The 
school  is  an  accredited 
member  of  the  New 
England  Association  of 
Schools  and  Colleges, 
the  National  Accreditation 
Council  for  Agencies 
Serving  the  Blind  and 
Visually  Handicapped, 
and  the  National 


.^socianonc. 
Independent  Schools. 
It  is  licensed  by  the 
Massachusetts 
Departments  of 
Education  and  Mental 
Retardation  and  by 
the  Commonwealth's 
Office  for  Children. 


F   OR'    T   H 


175  North  Beacon  Street 


Massachusetts  02172 


Telephone  617-924-3434 


Fax  617-926-2027 


Telex  9012409886 


Annual  Report  '92 


P  E  R  K  I  N  S      S  C  H  O  O  L      FOR      THE      BLIND 


/ 


Sh ari rl0  A  Vision 


THE  hilton/pe:^ki,ns  nationjal and  international  program 


x 


■'•'  —, 


S'^Y 


r'^ 


I? 


f    '' 


■«!? 


; 


p  J- 


^ 


mm 


'"^^^-^'a 


Gonzalo  Rivas 
Argentina 


Juana  Galeas 
Honduras 


Mario  Grimanis 
Greece 


Sharing 
A    Vision 


magine  a  vision  shared  by  two  organizations  -  one  with  decades 
of  philanthropic  support  that  spans  the  globe,  another  with  a  century 
and  a  half  of  dedication  helping  those  who  are  multi-handicapped 
blind  lead  independent  lives.  It's  no  wonder  that  the  shared  vision  offers  assistance 
worldwide  -  with  one  organization  supporting  what  another  does  best. 

The  vision  means  that  many  will  be  served  -  in  the  United  States,  in  Asia 
and  the  Pacific,  Europe,  Latin  America,  the  Caribbean,  and  Africa.  The  Conrad  N. 
Hilton  Foundation  is  the  philanthropic  organization  that,  for  the  past  three  years, 
has  supported  the  Perkins  School  for  the  Blind  in  its  quest  to  attain  independence 
for  those  who  are  multi-handicapped  blind. 

And  as  the  globe  helps  us  to  visualize  the  world  as  a  single  whole,  to  make 
these  places  in  some  way  seem  less  abstract,  so  too  do  the  children  whom 
the  Hilton/Perkins  Program  has  touched.  These  are  children  in  Bangkok, 
Thailand  and  on  a  Navajo  reservation  in  the  U.S.  They  are  children  whose  lives 
are  different  -  improved  -  because  The  Hilton/Perkins  Program  is  there.  They  are 
only  the  beginning  of  the  vision  for  tomorrow  -  a  vision  for  a  better  world. 


iii?'™*''^^^- 


l-'J 


--r 


HoIIie  Lynch 
New  llamp.shire 


Dcli.s  Etienne 
Haiti 


■Jarod  Westaway 
iMassach  u.sctts 


y 


I  was  r\&\$Gv  to  meet  or 


even  see,  yet  she  had  a 


decided  hand  in  forming 


my  thought  processes. 


^^^ojc      ' 


i'  ■ '..  - 


At  15...  another  girl 
entered  my  life,  a  girl 


Her  name  was  Helen 


Keller...  I  regarded  Hel^n 


Keller  and  her  accom- 


plishments with  an  awed 


admiration  that  I  have 


n&M&r  lost. 


Excerpt  from  "Be  My  Guest" 

Conrad  N.  Hilton 
1887  -  1979 


y  -■-'-. 


^n\ 


.-S'-^.'  V 


Report   of  the 
President   of   the 
Board   of  Trustees 
and   the    Director 
of   Perkins   School 
for   the    Blind 


ou  can  probably  understand  why  this  1992  Annual  Report  of  Perkins  School 
for  the  Blind  recognizes  Conrad  N.  HOton  and  the  philanthropic  organiza- 
tion, the  Hilton  Foundation,  which  he  established  in  1944.  A  few  short  years 
ago,  Mr.  Hilton's  inspiration  reached  Perkins  through  the  generosity  of  his  foundation. 
Together,  the  Hilton  Foundation  and  Perkins  have  formed  a  shared  vision  for  the  future 
that  encompasses  the  globe.  This  shared  vision  reaches  out  to  thousands  of  multi-hand- 
icapped blind  and  deaf-blind  children,  their  parents  and  teachers,  as  you  will  see  in  the 
pages  of  this  report. 

But  before  seeing  the  expansiveness  of  the  HUton/Perkins  Program,  stop  here  first 
for  a  look  at  Perkins  and  the  year  in  review.  As  you  read  through  these  accomplish- 
ments, we  hope  you  will  better  understand  the  value  of  the  work  being  done  at  Perkins. 


National  Conference 
on  Deaf-Blindness 


til  ne  of  the  most  exciting  events  of  the 
year  occurred  in  March  when  Perkins  host- 
ed the  HUton/Perkins  National  Conference  on  Deaf- Blindness  in  Washington,  D.C. 
More  than  600  parents,  professionals  and  deaf-blind  consumers  gathered  to  share 
ideas  and  hear  addresses  by  First  Lady  Barbara  Bush,  Senator  Ted  Kennedy,  and 
Congressmen  Major  Owens  and  Joseph  Kennedy.  Mrs.  Bush,  the  Conrad  N.  Hilton 
Foundation  and  its  President  Donald  H.  Hubbs,  and  five  others,  received  the  Anne 
Sullivan  Medal  for  service  to  those  who  are  deaf-blind. 


international  Outreach  Q  n  the  international  level,  Perkins  and 

the  Hilton/Perkins  Program  continued  to  expand.  In  August,  the  program  played  an 
integral  role  in  planning  a  two-week  conference  in  Bangkok,  Thailand,  which  was 
attended  by  educators  of  children  who  are  blind  from  around  the  globe.  More  and 
more  international  visitors  have  been  coming  to  Perkins  -  four  individuals  graduated 
from  our  Educational  Leadership  Program  in  May  and  seven  international  educators 
attended  an  Early  Intervention  Institute  over  the  winter.  We,  in  turn,  have  been  send- 
ing more  of  our  staff  overseas  to  provide  technical  assistance. 


First  Lady  Barbara 

P.  Bush  and 

Perkins  senior  Anindya 

Biiattacharyya 


Donald  H. 

Hubbs. 

President, 

Conrad  N. 

Hilton 

Foundation 


Outreach  for  the  Elderly  Q  loser  to  home,  our  programs  continue 

to  do  well.  In  our  Outreach  Services  efforts,  we  have  increased  staff  to  begin  to  offer 
services  to  the  growing  visually  handicapped  elder  population.  Perkins  has  also  opened 
a  new  Outreach  Satellite  Office  in  Hyannis,  expanding  the  services  that  have  been  pro- 
vided in  the  last  few  years  by  the  Northfield,  Massachusetts  office.  Services  from  the 
Hyannis  office  wiU  be  available  to  students,  parents,  teachers  and  elders  on  the  Cape 
and  Islands. 

Howe  Press  [j]  n  the  Perkins  campus,  Howe  Press,  in 

its  1 10th  year  of  operation,  continues  to  produce  the  finest  Braille  writer  in  the  world. 
Staff  members  from  the  Press  recently  traveled  to  Eg)'pt  and  England  to  provide  a 
brailler  repair  course. 

Events,  Events  [JQ  any  activities  filled  the  calendar.  Four 

individuals  associated  with  Perkins  were  recognized  by  Massachusetts  Senate  President 
William  Bulger  on  BraiUe  Literacy  Day  at  the  State  House  in  January. 

Long-time  Perkins  staff  members,  including  Julian  "Bud"  Green  who  retired 
after  35  years  as  a  vocational  teacher,  were  honored  at  the  12th  annual  Service 
Awards  Ceremony  in  April.  Also  in  April,  Perkins  hosted  a  symposium  for  more 
than  200  parents  of  children  who  are  blind  and  multi-handicapped  blind. 

In  May,  Perkins  once  again  hosted  the  Annual  Eastern  Athletic  Association  for 
the  Blind  Track  and  Field  Meet.  Seven  schools,  fi^om  as  far  away  as  North  Carolina, 
sent  students  to  participate  on  the  specially  adapted  Perkins  track.  Also  in  May,  Perkins 
hosted  an  on-campus  dinner  to  recognize  our  growing  contingent  of  more  than 
1 50  volunteers. 


1992  Class  Trip,  Graduation 
and  Alumni  Reunion 


Deaf-Blind  Services 
in  I  lie  % 


Q  eniors  enjoyed  their  class  trip  to  Florida 
and  the  magic  of  Disney  World  before  their- 
June  12th  graduation.  Deaf-Blind  Program  senior  Anindya  Bhattacharyya,  reading  from 
braille  notes,  addressed  his  classmates  and  guests.  Anindya  signed  while  a  ti-anslator  spoke 


'^-^ 


%. 


the  inspiring  graduation  speecli.  Earlier  in  the  spring,  Anindya  had  graduated  from 
Belmont  Hill  School  where  he  received  that  school's  prestigious  Faculty  Award.  After  nine 
years  of  education,  Anrndya  left  Perkins  in  August  to  attend  Gardner-Webb  College  in 
North  Carolina. 

During  graduation  weekend,  more  than  100  alumni  arrived  on  campus  for 
the  annual  Perkins  reunion. 

Successful  Annual  Fund  Drive  0  ur  generous  donors  contributed  more 

than  $600,000  to  our  Annual  Fund  this  year  This  continued  generosity  says  much 
about  our  donors'  loyalty  and  high  regard  for  Perkins,  especially  in  these  times  of  con- 
tinuing economic  uncertainty. 


Oliver  Norris 
Canada 


In  Memoriam  J3  ith  sadness  we  report  the  passing  of 

corporation  members  Gardner  Cushman,  who  served  Perkins  as  a  trustee  from  1971 
through  1984,  and  William  A.  Coolidge,  who  has  been  a  corporation  member  since 
1932.  Perkins  appreciated  their  service,  support  and  guidance. 

Thank  You  Q  inally,  we  add  the  many  thanks  that  are 

well  deserved  by  all  the  Perkins  staff.  Trustees  and  corporation  members  for  continuing 
to  make  Perkins  a  world  leader  in  the  field  of  educating  those  who  are  multihandi- 
capped,  blind  and  deaf-blind.  It  has  been  100  years  since  Helen  Keller  left  Perkins.  With 
her,  and  with  all  the  students  and  clients  who  have  passed  through  these  doors  before  or 
since,  Perkins  has  tried  to  make  a  difference.  Our  aim  is  to  change  lives  for  the  better.  In 
most  cases  we  have  succeeded.  We  believe  that  Barbara  Bush  said  it  best:  "None  of  you 
could  be  affiliated  with  a  better  school  than  Perkins." 


C.  Richard  Carlson 
President 

Kevin  J.  Lessard 
Director 


ii. 


THE     HILTON  /P  ER  KINS     NATIONAL     AND 
-      INTERNATIONAL     PROGRAM 


A      P  L  A  N      FOR 

TODAY, 

A     VISION      F  O  R     T  H  E 


F  y^  U  R  E  . 


Remember  back  when,  as  a  child,  the  whole  wide  world 

felt  so  unimaginable?  —  when  the  globe  itself  held  mystery 

and  awe?  Did  you  ever  spin  the  globe  and  close  your 

eyes,  theii  try  to  name  the  place  thatrstopped  beneath 

your  finger?  Try  it  now,  the  way  you  would  have  then... 


\ 


''/ 


Bombay. 
India 


Kentucky, 

Appalachiar 

Region 


magine  stealing  into  your  classroom  at  recess  time,  while  the  voices  of  play- 
ing chOdren  ring  through  the  open  windows.  Listen,  to  be  sure  no  one  is 
coming  down  the  creaky  wooden-floored  hallway.  Slowly  enter  the  room  and 
pass  by  the  teacher's  desk,  by  your  own  and  your  classmates'  desks.  There  it  is  in  the  cor- 
ner of  the  room  by  the  window-  a  huge  topographical  globe.  Flatten  your  palm  against 
the  equator  and,  with  great  force,  make  the  world  turn.  Feel  its  spin  cast  a  breeze  against 
your  face.  Close  your  eyes  and  put  your  index  finger  lightly  on  the  spinning  orb,  wait  for 
the  revolving,  slightly  wobbly  world  to  slow  and  to  stop.  Now,  where  are  you? 

Move  your  finger  around  this  place,  carefully  feeling  for  signs.  Feel  the  contours 
around  the  area,  recognizing  a  peninsula  that  reaches  around  like  an  arm  bent 
at  the  elbow.  "Massachusetts,"  you  say  to  yourself,  "in  the  eastern  United  States." 

A  Point  that  Spans  the  World  Q  ou  think  you're  just  touching  a  random 

place,  one  point  on  the  face  of  the  earth.  But  what  you  don't  realize  is  how  much  that 
point  is  connected  to  so  many  other  places  across  the  United  States  and  around  the 
world.  That  place,  you  see,  is  the  location  of  Perkins  School  for  the  Blind,  the  origin  of 
a  worldwide  support  network  for  children  who  are  mtilti-handicapped  blind  and  deaf- 
blind,  their  parents  and  their  teachers. 

And  if  you  were  to  move  your  hand  about  2,500  miles  west,  you  would  be  in 
Nevada,  another  state  that  is  intricately  tied  to  Massachusetts  and  to  Perkins.  The 
Conrad  N.  Hilton  Foundation,  located  there,  provides  the  resources  that  enable 
Perkins  to  deliver  services  through  its  national  and  worldwide  network.  The  Hilton 
Foundation,  after  completing  its  research  into  the  field  of  multi-handicapped  blind 
and  deaf-blind  children,  awarded  a  five-year,  $15  million  grant  to  Perkins. 

Sharing  a  Vision  for  the  Future  0  ilton  and  Perkins  joined  together,  shar- 

ing a  vision  for  the  fiature  that  enhances  the  lives  of  chOdren  worldwide.  As  a  result  of 
this  vision,  the  Hilton/Perkins  National  and  International  Program  was  created  to: 

■  Improve  the  quality  of  life  for  children  who  are  multi-handicapped  blind  and 
deaf-blind  and  their  parents 

■  Train  teachers  and  school  administrators  to  understand  children's  needs 

■  Provide  direct  support  for  children,  their  parents  and  their  teachers 


'^inBi-  iiffl-'Ti  :: 


Clearwater, 
Florida 


■  Involve  children  and  their  parents  in  planning  and  developing  programs 

■  Provide  leadership  and  advocacy  for  programs 

■  Develop  and  publish  training  materials  for  parents  and  professionals 

Hilton/Perkins  in  the  U.S.  Qs  you  move  your  hand  across  other  areas 

of  the  United  States,  you  feel  places  where  many  others  are  being  touched  by  the 
Hilton/Perkins  National  Program.  The  National  Program  now  supports  1 1  infant/tod- 
dler programs  in  9  states  across  the  U.S.  In  fact,  more  than  500  children  and  their  parents 
in  the  United  States  receive  direct  services  from  the  Hilton/Perkins  National  Program 
weekly  or  eveiy  other  week. 

Of  these  500  childi^en,  more  than  140  are  in  the  Perkins  Infant/Toddler  Progi"am  and 
many  of  these  children  are  multi-handicapped  blind  because  of  complications  due  to  prema- 
ture biith.  The  Pinellas  Center  in  Clearwater,  Florida,  for  example,  works  closely  with  the 
neonatal  intensive  care  staff  at  the  local  Children's  Hospital.  Staff  from  tlie  center  visit  the 
hospital  to  provide  evaluations  for  newborns  —  assessing  their  needs  within  hours  of  birth.  In 
addition  to  being  blind,  many  of  these  children  have  other  handicaps  and  neurological  com- 
plications, such  as  deafiiess,  mental  retardation,  and  physical  and  motor  problems. 

Research  in  early  intervention  services  for  these  children  shows  that  the  first  three 
years  of  life  are  the  most  critical.  Direct  teaching  intervention  and  clinical  therapies 
allow  the  visually  handicapped  infant  to  achieve  the  developmental  milestones  that 
non-handicapped  children  experience  with  little  help.  Without  early  assistance,  chil- 
dren who  are  multi-handicapped  blind  and  deaf-blind  incur  serious  developmental 
delays.  The  most  effective  approach  is  an  interdisciplinary  one  -  coordinating  services 
among  parents,  teachers,  physical  and  occupational  therapists,  speech  therapists,  audi- 
ologists,  and  medical  staff. 

The  program  also  focuses  on  involving  parents  from  the  very  beginning  -  apprising 
them  of  their  child's  needs,  counseling  them  on  how  to  support  their  child  and  making 
them  aware  of  services  available  to  them  in  their  community. 

Look  at  the  chOdren  in  St.  Joseph's  School  for  the  Blind  in  Jersey  City,  New  Jersey, 
where  the  infant/toddler  program  focuses  on  under-served,  urban,  minority  popula- 
tions. An  encouraging  environment  helps  promote  a  chOd's  development.  One  child 


6 


Joyce   Ford, 
Idaho 


'k^- 


Joyce  Ford's  younger  child,  Riley,  was  born  three  months  premature, 
weighing  only  i  pound,  13  ounces.  He  was  12'/:  inches  long  and  his  legs 
were  the  size  of  her  ring  finger.  "But,"  she  says,  "I  saw  him  as  perfect." 
When  Riley  was  3  months  old,  she  learned  that  her  son  was  blind.  At  10 
months,  he  was  diagnosed  with  cerebral  palsy  and  glaucoma.  At  age  2,  he  was 
diagnosed  as  being  severely  to  profoundly  deaf.  She  and  her  husband  were  told 
to  "look  for  a  place  where  kids  like  Riley  go,  and  get  on  with  your  lives." 

Now,  at  age  8,  she  says,  "Riley  walks  and  runs.  He  rollerskates,  swims,  climbs, 
swings  and  jumps.  He  plays  and  laughs  and  hugs  and  kisses."  And  he's  in  the  third 
grade.  Joyce  attributes  his  success  to  the  partnerships  she  formed,  to  the  support 
she  and  her  family  received  for  Riley. 

And  the  strength  of  partnerships  like  these  is  increasing,  thanks  to  parents 
like  Joyce  Ford  and  the  Hilton/Perkins  National  Program.  Two  years  ago,  the 
Hilton/Perkins  National  Program  became,  she  says,  "a  very,  very  strong  part- 
ner" with  the  Helen  Keller  National  Center  in  the  introduction  of  the  National 
Parents  Network  for  the  parents  of  multi-handicapped  blind  and  deaf-blind 
infants  and  children.  Beginning  with  11  members  two  years  ago  and  growing  to 
more  than  1,000  today,  the  network  helps  these  parents  find  services  and  learn 
to  advocate  for  their  children.  Joyce  is  currently  serving  a  two-year  term  as 
chairperson  of  the  national  organization. 

"The  national  approach  gives  parents  a  sense  of  direction  so  they  won't  feel 
alone,"  she  says,  a  feeling  she  and  her  family  so  often  felt  in  their  quest  for 
Riley's  services.  "The  National  Parents  Network  would  not  be  what  it  is  without 
the  Hilton/Perkins  Program." 

"Hilton  and  Perkins  set  an  example  of  partnership  and  support.  We  need 
both,"  she  says,  "and  we  need  their  energy  to  continue  to  move  forward.  The 
focus  is  on  the  kids  and  bringing  good  things  to  the  kids.  It's  believing  in  possi- 
bilities, that  things  can  happen  if  you  persist  in  your  beliefs  -  in  what  your 
heart  tells  you  is  right  and  good." 


New  York, 
New  York 


follows  the  sound  of  a  jingling  toy  that  a  teacher  bounces  up  and  down  a  few  feet  away. 
The  child  instinctively  crawls  toward  the  source  of  this  curious  noise  and  grabs  the 
toy  -  successfully  using  her  motor  skills  to  follow  her  sense  of  hearing.  Another  child 
lies  on  the  rug  with  a  teacher  and  feels  the  difference  between  textures  -  stimulating 
his  sense  of  touch.  A  soft  blanket,  a  fingernail  brush,  flower  petals  and  sand  all  help  to 
create  a  larger  world  for  him. 

From  Rural  to  Urban  Q  rom  stark  rural  to  dense  urban  settings, 

the  Hilton/Perkins  National  Program  reaches  out.  A  preschool  project  in  eastern 
Kentucky  serves  a  rural  population  in  Appalachia,  one  of  the  poorest  regions  of  the  U.S. 
Another  in  rural  Iowa  works  closely  with  staff  fi"om  the  School  for  the  Blind  in  Vinton, 
Iowa.  In  the  heart  of  New  York  City  -  in  Brooklyn  -  a  program  serves  many  inner-city, 
minority  children.  Children  here  enter  the  world  suffering  from  the  effects  of  drug  and 
alcohol  abuse.  Some  are  HIV  positive  -  afflicted  with  the  virus  that  causes  AIDS. 

Looking  west,  the  California  Projects  also  offer  hope.  The  Foundation  for  the  Junior 
Blind  in  Los  Angeles  serves  an  increasing  number  of  Hispanic  and  Asian  children  and 
their  parents.  Near  Fresno,  the  Blind  Babies  Foundation  performs  outreach  evaluations 
in  the  neonatal  intensive  care  unit  at  the  Valley  Children's  Hospital,  where,  once  again, 
early  diagnosis  and  intervention  is  aimed  at  faciUtating  early  developmental  skills. 

In  the  Southwest,  the  National  Program  also  serves  Native  American  children.  North 
of  Flagstaff,  Arizona,  a  preschool  project  serves  the  Navajo  population,  rising  to  meet  their 
many  cultural  needs.  Some  families,  for  example,  reside  in  hogans,  the  same  type  of  earth- 
covered  dwellings  that  their  ancestors  lived  in  -  without  plumbing,  electricity  or  tele- 
phones. Families  living  in  more  typical  homes  may  also  be  without  these  utilities. 


The  Biggest  Challenge: 
Finding  Teachers 


Whether  in  Arizona  or  Florida,  Kentucky 
or  New  York,  the  biggest  challenge  in  meet- 
ing children's  needs  in  the  United  States  is  addressing  the  tremendous  shortage  of  certi- 
fied, trained  teachers  of  the  muhi-handicapped  blind  and  deaf-blind.  This  teaching 
shortage  has  had  its  greatest  impact  on  minorities-  there  are  very  few  minority  teachers, 
yet  the  population  of  minority  children  in  need  of  services  is  increasing  dramatically. 


I  t  is  so  heartening  to  know  that 
vou  parents  here  today.  «ith  the 
.support  of  profes.sionals  and  con- 
sumers themseUes.  are  becoming 
the  strong,  effective  advocates 
vou  are  meant  to  be.  T  don't 
hav  e  to  be  told  about  Perkins' 
remarkable  history.  I  know  it  in 
mv  heart,  from  mv  reading  and 
from  mv  ovv  n  recent  experience. 

First  Lady  Barbara  P.  Bush 


Mt.  St.  Mary's 

College, 

California 


Luis  Marquez 
Puerto  Rico 


Vinton,  Iowa 


Kentucky, 

Appalachian 

region 


The  Hilton/Perkins  National  Program  is  responding  to  this  challenge  on  several 
levels.  More  than  140  individuals  are  being  trained  as  teachers  each  year  in  eight  colleges 
and  universities  across  the  country.  The  National  Program  is  also  providing  support  to 
graduate  degree  programs  of  education  in  strategic  locations  throughout  the  U.S.  And 
for  teachers  already  in  the  field,  the  National  Program  has  provided  in-service  training 
to  more  than  1,500  teachers  nationwide. 

For  example,  Madonna  University's  in-service  training  project  in  Michigan  is  train- 
ing interpreters  for  those  who  are  deaf-blind.  To  the  south,  the  University  of  Louisville 
in  Kentucky  has  a  master's  degree  level  program  that  trains  teachers  for  children's  ser- 
vices in  Appalachia.  Moving  fiarther  west,  Texas  Tech  also  offers  a  master's  degree  in 
deaf-blind  education.  Mount  St.  Mary's  College  in  Los  Angeles  provides  courses  that 
focus  on  the  program  needs  of  children  who  are  multi-handicapped  blind,  as  well  as 
courses  in  counseling  those  who  are  visually  handicapped. 

Support  Begins  at  Home  Q  he  graduates  of  these  programs  provide 

support  to  the  parents  and  families  of  children  who  are  multi-handicapped  blind  and 
deaf-blind.  Parents,  after  all,  are  the  first  and  most  important  teachers  of  their  children. 
For  this  reason,  the  Hilton/Perkins  National  Program  offers  in-service  training  and 
support  services  to  more  than  15,000  parents  and  families  each  year. 

Flip  through  the  1,100  pages  of  the  two- volume  Hilton/Perkins  Activities  and 
Resource  Guide,  just  as  so  many  parents  and  professionals  have  done.  Read  how  to  help 
a  child  who  is  multi-handicapped  blind  learn  to  cook  by  using  special  aides,  such  as 
making  braille  recipes  and  labels  on  cans.  Or  if  a  child  has  very  low  vision,  learn  of  the 
adaptive  equipment  that  helps  the  chUd  to  better  use  the  vision  he  or  she  has.  Turn  to 
the  mobility  section  to  understand  the  progress  a  child  makes  -  crawling  toward  a 
noisy  toy,  trailing  along  a  wall,  using  a  mobility  cane  for  guidance.  An  unconventional 
mobility  aide  may  be  a  hula  hoop,  which  a  blind  child  can  use  to  find  a  pathway  with- 
out bumping  into  objects  -  the  hoop  acts  as  a  shock  absorber. 

There's  another  handbook  for  parents  and  professionals  concerned  about  the 
problems  of  young  adults  who  are  deaf-blind  from  congenital  rubella  syndrome 
(CRS).  The  brochure  details  hearing,  visual,  heart,  neurological  and  growth  problems, 
and  parents'  and  professionals'  roles  in  supporting  young  adults  with  CRS. 


I 


learned  that  there  is  a 


fine  line  between  advocacy 


and  adversity.  I  learned  that 


Algernon 
Th  i  ef au  1 1 
Arizona 


families  are  the  force,  power 


and  energy  behind  bringing 


good  things  to  kids. 


Joyce  Ford,  Parent,  Idaho 


Fresno, 
California 


Kuiitee  V\  anarom 
Thailand 


^ 


9 


Chiang  Mai 
Thailand 


international 
Program 


o  matter  where,  most  likely  a  Hilton/Perkins  International  Program  will  be  at 
your  fingertip  -  the  Asia/Pacific  Region,  Latin  America,  Africa,  Eastern  Europe 
and  the  Caribbean.  The  International  Program  has  three  major  goals: 

■  Offer  international  outreach  services  in  developing  regions  of  the  world; 

■  Provide  international  education  and  training  programs  for  administrators 
and  other  professionals; 

■  Make  a  wide  range  of  support  services  available. 

The  International  Program  teaches  children  daily  living  skills,  such  as  shopping, 
meal  preparation  and  mobilit)'  training;  as  well  as  prevocational  training  skills,  such  as 
following  directions,  dexterity  and  organization.  'The  idea  is  to  make  these  children  as 
independent  as  possible,"  says  Lawrence  Campbell,  International  Program  Director. 
"In  this  respect,  daily  living  and  prevocational  skills  are  just  as  important  as  academic 
training.  Realistically,  the  chOdren  must  be  equipped  with  skills  to  help  them  become 
contributing  members  of  their  families  and  communities."  Still  the  globe  spins. 

Many  of  the  children  touched  by  the  International  Program  come  from  difficult 
living  situations  -  poverty,  a  lack  of  adequate  nutrition  and  imsanitary  environmental 
conditions.  In  fact,  500,000  children,  younger  than  age  5,  become  blind  annually  from 
nutritional  causes  alone.  The  majority  of  these  children  die  before  age  5  -  the  majority 
of  those  who  sui-vive  are  multi-handicapped. 

There  are  30  million  blind  people  in  the  world  -  80%  in  the  developing  countries 
of  Asia,  Africa  and  Latin  America.  Another  30  million  have  severe  visual  handicaps.  A 
person  in  a  developing  country  is  10  times  more  likely  to  become  blind  than  a  person 
in  a  developed  country.  And  fewer  than  1  person  in  20  has  access  to  even  basic  services. 
In  general,  people  with  disabiHties  are  in  the  lowest  socio-economic  groups  -  with  the 
least  access  to  education,  health  care  and  nutrition.  These  conditions  challenge  the 
International  Program  to  enhance  education  and  family  support  services. 

All  HOton/Perkins  programs  and  services  focus  on  teaching  multi-handicapped 
Wind  children  to  interact  with  other  handicapped  and  non-handicapped  children. 
Because  combating  illiteracy  is  another  program  focus,  braille  skills  are  accentuated. 
The  ultimate  goal  is  to  open  their  world  and  improve  the  quafity  of  their  lives.  Finally, 
it's  slowing. 


%A/an  blossomed  Mitli  the 
opportiinitv  to  make  choices. 
When  he  had  freedom  and 
flexibility  in  his  environment, 
h  e  created  his  own  activities  - 


The  International  Program  reaches  into  many  types  of  organizations,  into  public 
and  residential  schools,  orphanages  and  private  institutions.  It  works  with  governmen- 
tal and  non-governmental  agencies  alike.  It  calls  upon  professional  colleagues  in  uni- 
versity programs,  in  schools  and  in  agencies  of  and  for  the  blind.  And  it  stops. 

Now  your  finger  rests  at  the  top  of  a  gulf  that  opens  to  the  south,  v«th  a  long,  thin 
peninsula  extending  south  to  the  left.  The  end  of  the  peninsula  gets  bigger,  then  jumps 
into  a  series  of  islands.  "ThaOand,"  you  say  to  yourself  -  which  is  the  location  of  the 
HUton/Perkins  Asia/Pacific  Regional  Office. 


Asia/Pacific: 

A  Training  Network 


Qhe    Hilton/Perkins    International 
Program  began  its  work  in  the  Asia-Pacific 

Region  by  meeting  with  leaders  in  the  field  to  assess  needs  and  establish  priorities. 

The  group  identified  training  as  the  greatest  need,  at  three  levels:  policy  development, 

management  training  and  direct  services. 

The  Hilton/Perkins  International  Program  in  Thailand,  for  example,  has  support- 
ed training  for  a  young  leader  in  the  field,  who  is  himself  blind,  in  a  Thai  public 
administration  program.  Staff  from  the  Suan  Dusit  Teacher  Training  College  and  the 
Home  for  Multiply  Handicapped  Blind  Children  were  trained  through  the  Educational 
Leadership  Program  at  Perkins.  Staff  from  several  direct  service  programs  received 
training  in  their  own  countr)'. 

Already  the  results  of  this  training  are  visible  in  several  programs  and  in  the  lives  of 
the  children  and  families  they  touch.  The  Home  for  the  Multiply  Handicapped  Blind 
Children,  where  many  children  are  orphaned  or  abandoned,  has  developed  a  support- 
ive relationship  with  a  primary  school  in  the  nearby  Buddhist  Temple.  Several  children 
from  the  Home  now  study  and  play  alongside  sighted  peers. 


Cairo, 
Egypt 


he  could  interact  «ith  people 


or  listen  to  music  -he  created 


his  o«  n  space.  B\   helping 


to  fund  the  .group  home. 


the  Hilton/Perkins  Prograi 


expanded  Wans  life. 


Alana  Zambone 
Coordinator  of  International 
Outreach  Services, 
Asia/Pacific,  Latin  America 


Prague, 
Czechoslovakia 


11 


Cordoba, 
Argentina 


Suiwimon  Udom-Piriyasak  is  one  of  several  Thai  alumni  of  the  Perkins  Educational 
Leadership  Program.  She  is  now  back  in  Thailand  training  teachers  of  blind  children 
and  promoting  early  intervention  services  through  a  model  program  that  she  and  her 
colleagues  developed  at  the  Suan  Dusit  Teacher  Training  College. 

Suiwimon's  training  is  an  enduring  part  of  the  Perkins  heritage.  Since  1920,  more 
than  300  teachers  from  all  over  the  world  have  been  trained  on  the  Perkins  campus.  In 
1988,  the  Perkins  Teacher  Training  Program  changed  its  focus  to  leadership  develop- 
ment, becoming  the  Perkins  Educational  Leadership  Program.  Since  then,  45  profes- 
sionals from  developing  regions  of  the  world  have  received  leadership  and  administra- 
tive training  at  Perkins,  including  9  from  Latin  America  and  Europe,  5  from  Africa  and 
14  from  Asia. 

Latin  America:  Reaching  Out  Q  umping  a  continent  to  the  distant  south- 

east and  moving  inland,  you  arrive  at  Cordoba,  Argentina,  the  headquarters  of  the 
Hilton/Perkins  Latin  America  Regional  Office  at  the  Helen  Keller  School  for  the  BHnd. 
This  region,  too,  works  closely  with  many  professionals  and  organizations  in  Latin 
America  to  develop  teacher  training  programs,  in-service  training  for  teachers  and  par- 
ents, translation  services  and  materials. 

In  Latin  America,  however,  international  cooperation  has  been  the  key.  The 
Hilton/Perkins  International  Program  works  with  the  National  Organization  of  the 
Blind  of  Spain  (ONCE),  the  Christoffel  Blindenmission  (CBM),  the  Latin  American 
Union  of  the  Blind  (ULAC),  the  International  Council  for  the  Education  of  the 
Visually  Handicapped  (ICEVH)  and  the  International  Association  for  Educators  of  the 
Deaf  Blind  (lAEDB).  The  collaborative  meets  every  year  to  assess  progress,  redefine  the 
plan  and  implement  programs.  Each  organization  shares  responsibility  -  for  example, 
the  Hilton/Perkins  Program  works  with  children  who  are  multi-handicapped  blind 
and  deaf-blind  and  their  parents,  as  well  as  developing  and  implementing  early  inter- 
vention programs;  ONCE  provides  equipment  and  materials  to  all  facets  of  the  overall 
program;  and  CBM  assists  local  organizations  within  the  region  to  integrate  children 
who  are  blind  into  classrooms  with  sighted  children. 

In  the  past  few  years,  as  part  of  the  Hilton/Perkins  responsibility,  the  Perkins 


Anoma 
J  i  tsa  wa  t , 
Thailand 


^^^-    .^L:*^B'^E^^^H 

i 

A  noma  Jitsawat  was  born  eight  years  ago  in  a  Thailand  jail,  where  her 
mother  was  imprisoned  because  of  a  drug  problem.  The  national 
orphanage  took  custody  of  her,  but,  since  she  was  born  legally  blind,  at 
age  3  she  became  a  ward  of  the  Home  for  Multiply  Handicapped  Blind  Children. 

At  the  Home,  Anoma  delighted  the  staff  with  her  progress  and  abilities. 
Virongron  "Kai"  Malitong-Fangsaard,  Superintendent  of  the  Home,  says  that 
"Anoma  is  very  helpful  at  the  Home.  For  example,  she  always  helps  the  house- 
mother in  getting  other  children  dressed  -  acting  like  a  big  sister.  She  is  a  love- 
ly girl." 

Her  eyes  sparkle  and  dance  as  she  leads  a  child  who  has  less  sight.  As  they 
round  a  corner,  they  giggle  together  over  a  shared  secret.  Anoma's  face  shines 
in  delight. 

Anoma  continued  to  progress  beyond  most  of  the  other  children  at  the 
Home,  giving  rise  to  staff  concerns  that  she  needed  to  interact  with  children 
who  had  similar  abilities.  The  staff  contacted  the  Wat  Siripong  School,  a 
Buddhist  parochial  school  for  non-handicapped  children.  Wat  staff  agreed  to 
accept  Anoma  and  some  other  children  from  the  Home  if  the  staff  could  find 
assistance  in  hiring  a  resource  teacher  and  in  purchasing  materials  for  a 
resource  room  for  the  new  students  who  were  visually  handicapped.  The 
Hilton/Perkins  International  Program  provided  this  assistance  two  years  ago. 
Anoma  excelled. 

Now  Anoma  is  in  the  first  grade  of  a  Thai  public  school  —  the  first  child  from 
the  Home  to  be  mainstreamed  into  a  regular  public  school.  Next  year,  two 
more  children  from  the  Home  will  follow  Anoma's  path  to  public  school  —  she 
has  opened  the  door  for  them.  To  date,  ten  children  from  the  Home  have  ben- 
efitted from  the  support  provided  by  the  Hilton/Perkins  International  Program 
and  are  on  the  way  to  achieving  a  degree  of  independence,  just  like  Anoma. 

"She  is  doing  quite  well  in  school,"  Kai  reports.  "She  is  a  wonderful  girl  and 
she  enjoys  learning. 

"There  is  only  one  thing  Anoma  needs  now,"  Kai  says.  "She  would  like  very 
much  to  be  adopted  by  a  family." 


Budapest. 
Hungary 


Educational  Leadership  Program  has  trained  professionals  from  Jamaica,  Trinidad, 
Colombia,  Brazil,  Uruguay  and  Argentina.  Early  intervention  programs  have  been  ini- 
tiated in  several  countries,  as  we]l  as  programs  for  children  who  are  multi-handicapped 
bUnd  and  deaf-blind. 

Besides  multiplying  and  expanding  services  for  those  in  need,  the  collaboration  has  a 
more  philosophical  impact.  "By  example  we  are  beginning  to  see  some  real  changes  in 
the  area  -  some  local  organizations  that  used  to  compete  with  one  another  now  cooper- 
ate," Campbell  says.  "And  cooperation  makes  so  many  more  things  possible." 

Africa:  In  the  Beginning  Q  cross  the  Atlantic,  Africa  is  seeing  pro- 

grams and  services  unfold  under  the  World  Blind  Union's  Institutional  Development 
Project.  This  project  is  another  collaboration  which  includes  Sight  Savers  from  the 
United  Kingdom,  The  Canadian  National  Institute  for  the  Blind  and  the 
Hilton/Perkins  International  Program.  Participants  worked  with  several  African  orga- 
nizations to  develop  a  plan  of  action,  which  revealed  a  need  to  strengthen  local  organi- 
zations. In  turn,  strengthened  local  organizations  mean  strengthened  programs. 

To  do  its  job  weO,  the  project  is  focusing  on  target  countries:  The  Gambia,  Ghana, 
Uganda  and  Kenya.  The  project  provides  assistance  to  local  organizations  at  four  levels: 
consumers,  staff,  management  and  governing  boards.  At  the  board  level,  the  project 
works  with  the  organizations'  boards  of  trustees;  chief  executive  officers  are  the  man- 
agement focus;  training  targets  direct  service  workers  at  a  staff  level;  and  the  consumer 
level  means  providing  empowerment  training  to  those  who  are  blind. 

In  Egypt,  the  International  Program  has  a  different  task.  At  the  request  of  the 
Egyptian  government,  the  International  Program  has  developed  a  major  Technical 
Assistance  Project  to  support  several  education  programs.  The  project  offers  orienta- 
tion and  mobility  training,  as  well  as  training  in  braille  reading  and  writing.  Additional 
funds  were  secured  to  purchase  Perkins  BraiUers  for  several  schools  for  the  blind  and  to 
train  staff  in  equipment  maintenance. 

Europe:  Reaching  Thousands  Q]  eading  north  to  Europe,  the  International 

Program  is  developing  services  for  the  multi-handicapped  blind  and  deaf-blind  and/or 
providing  technical  assistance  in  Spain,  Portugal,  Greece,  Poland,  the  Czech  Republic, 


A%   couple  in  Argentina  has 
a  child  who  isdeaPblrnd. 
Through  the  Hilton/Perkins 
Program,  thev  attended  train- 
ing in  the  US.  to  learn  how  to 
begin  a  parents'  network  in 
their  country.  After  the 
training,  the  child's  mother, 
Alicia,  said  she  realized  that 
no  matter  w  here  they  are  in 
the  world,  parents  have  the 
same  concerns  and  dreams  for 
their  children. 


Alana  Zambone 
Coordinator  of  International 
Outreach  Services, 
Asia/Pacific.  Latin  America 


Li  liana  Anriquez 
Argentina 


13 


Slovakia,  Hungary,  Bulgaria,  Romania,  Albania  and  some  of  the  countries  in  the 
Commonwealth  of  hidependent  States.  Some  of  the  projects  include  training  teachers, 
translating  professional  literature  into  local  languages  and  developing  infant/toddler 
services  and  parent  advocacy  training. 

Look  at  Hungary  for  a  perspective  on  the  International  Program.  Program  staff 
worked  with  the  four  organizations  that  provide  support  to  the  country's  blind  popu- 
lation: the  Barczi  Guszpav  Training  College  for  Teachers  of  the  Handicapped,  the 
School  for  the  Blind,  the  School  for  the  Partially  Sighted  and  the  Laszlo  Batthyany 
Home  for  Blind  Children.  HUton/Perkins  staff  determined  that  these  programs  would 
be  enhanced  if  their  staff  received  additional  training.  Toward  this  end,  a  staff  member 
from  the  School  for  the  Blind  and  a  faculty  member  from  the  Teacher  Training  College 
enrolled  in  the  Perkins  Educational  Leadership  Program.  Both  were  trained  in 
early  intervention,  and  one  received  additional  training  in  serving  children  who 
are  multi-handicapped  blind.  After  seeing  how  successfully  parents  can  positively  affect 
the  development  of  their  chOdren,  a  staff  member  developed  a  Hungarian  organization 
for  parents  of  children  who  are  multi-handicapped  blind.  To  further  support 
the  Hilton/Perkins  Program's  efforts  in  Hungary,  the  program  provided  basic 
educational  equipment  to  the  schools  and  organizations  serving  the  blind  throughout 
the  country. 

And  Beyond  Qhe     Hilton/Perkins    International 

Program  provides  support  in  other  ways  as  well.  The  program  publishes  the  semi- 
annual professional  journal.  The  Educator,  which  is  circulated  to  more  than  2,500 
worldwide.  The  journal  publishes  articles  about  issues  in  the  field  of  blindness  written 
by  educators  around  the  world. 

Technology's  Influence  0n  an  administrative  level,  the  Inter- 

national Program  is  amassing  a  database  of  international  schools  and  agencies  serving 
children  who  are  blind  and  visually  handicapped.  As  a  result  of  this  work,  the 
International  Resource  Directoryhas  been  published  and  is  being  distributed  worldwide. 

Technology  is  becoming  an  important  part  of  the  Perkins  Research  Library  as  well. 
The  Hilton/Perkins  Program  is  overseeing  the  libraiy's  computerization  and,  in  a  coop- 


Hilton/Perkins 

International 

Program 


Hilton/Perkins 
National    Program 


West  Africa 


erative  project  with  the  National  Organization  of  the  Blind  of  Spain,  wiU  significantly 
increase  access  to  publications  and  materials  worldwide  for  parents  and  professionals. 

The  Perkins  International  Volunteers  in  Technology  cover  the  globe,  providing 
consultation  and  technical  expertise  to  HUton/Perkins  Programs  where  necessary  - 
from  Asian  countries,  to  Greece,  to  the  small  country  of  Belize  (population 
approximately  170,000)  just  south  of  Mexico.  Perkins  coordinates  the  travel  of  these 
volunteers,  who  come  from  high  tech  companies  in  New  England. 

ICEVH  and  Hilton/Perkins  Effort  Qhe  Hilton/Perkins  International 
Program  initiative  was  recognized  at  the  Ninth  Quinquennial  and  Early  Childhood 
Conference  of  the  International  Council  for  the  Education  of  the  Visually 
Handicapped  (ICEVH).  A  record  79  countries  -  including  developing  countries  -  were 
represented  at  the  conference,  which  was  held  in  Asia  for  the  first  time.  More  than  600 
professionals  came  to  Bangkok  for  the  July  conference,  which  focused  on  the  education 
of  blind  and  multi-handicapped  blind  children. 

A  Vision  for  Tomorrovtf  Ejhether  in  the  U.S.  or  abroad,  the  major 

goal  of  the  Hilton/Perkins  Program  is  to  improve  the  quality  of  life  for  all  children  who 
are  multi-handicapped  blind  and  deaf-blind.  What  does  quality  of  life  mean? 

In  Appalachia  or  Belize,  Thailand  or  Jamaica,  quality  of  life  is  the  same.  It  means 
enabling  children  who  are  multi-handicapped  blind  and  deaf-blind  to  live  indepen- 
dently and  successftilly  in  their  communities.  It  means  preparing  them  to  work,  to  be 
competitive  and  to  contribute  to  their  society.  It  means  helping  them  to  enjoy  the 
recreational  opportunities  that  are  part  of  everyone's  life.  It  means  being  an  important 
and  integral  part  of  a  family  and  a  community.  It  means  having  close  fi'iends  who  are 
both  blind  and  sighted. 

Quality  of  life  is  the  shared  vision  that  the  Hilton/Perkins  National  and 
International  Program  extends  across  the  globe.  It's  the  shared  vision  that  changes  lives 
and  creates  opportunities.  As  Conrad  Hilton  stated  in  his  last  will  and  testament, 
"...our  feUow  men  deserve  to  be  loved  and  encouraged  -  never  to  be  abandoned  to 
wander  alone  in  poverty  and  darkness."  That  is  the  vision:  that  is  the  greatest  hope  for 
tomorrow,  and  for  many  more  tomorrows  to  come. 


1-^  rom  Uganda,  Nelson  Isiko 
ti'a\eled  to  North  America  to 
study  progiam  dexclopmenl  and 
management  for  Indi\  iduals 
who  are  blind.  As  a  result  of 
e\ervthiiig  he  leai-ned  and 
sa\»  here.  Nelson  is  initiating 
progi-ams  for  multihandi- 
capped  blind  children  and 
their  families  in  Iganda. 


Aubrey  Webson 
Coordinator  of  international 
Outreach  Services, 
Africa/Caribbean 


Osvaldo  -Solanrlle 
Argentina 


■"■)■■■ 


15 


Mar  JaiiVing 
'la i u  a n 


Perkins   School 
for   the   Blind 
SummaEy   of   Programs 
and   Student 
Registration    as    of 
December   1,1992 


n^- 


i  i  J 


erkins  School  for  the  Blind  was  incorporated  March  2,  1829. 
The  school  is  an  accredited  member  of  the  New  England  Association 
of  Schools  and  Colleges,  the  National  Accreditation  Council  for 
Agencies  Serving  the  Blind  and  Visually  Handicapped,  and  the  National 
Association  of  Independent  Schools.  It  is  licensed  by  the  Massachusetts 
Department  of  Education  and  Mental  Retardation  and  by  the  Commonwealth's 
Office  for  Children. 


Student  Registration 


Preschool  Services 
Lower  School 
Secondary  School 
Life  Skills  Program 
Deaf-Blind  Program 
Adult  Services 
Total 


New 
England 


6 

37 
51 
16 
38 
6 
154 


Other 

0 
0 
8 
1 

10 
2 
21 


Total 

6 

37 
59 
17 
48 
8 
175 


*Consumers    **Patrons 


wi  igures  do  not 
include  the  many 
thousands  ser\  ed  bv 
the  ITilton/Perkins 
Pitagi-am  worldwide 


On-Campus  Program  Participation 


Preschool  Services 

6 

Lower  School  Program 

39 

Secondary  Services 

59 

Life  Skills  Program 

17 

Deaf- Blind  Program 

48 

Adult  Services 

8 

Off-Campus  Program  Participation 

Program 

Community  Living  Services 
Infant/Toddler  Program 
Outreach  Services 

22 
190 
128 

Preschool  Outreach  Services 

35 

4 

Perkins  Activities  Club 

28 

I 

Additional  Service  Participation 

Diagnostic  Evaluation  Service 

Low  Vision  Services 

New  England  Regional  Center  for  Deaf- Blind 

Outreach  Services  for  Professionals 

Parent  and  Family  Services 


Educational  Leadership  Program 
Howe  Press 

Perkins  Braille  and  Talking  Book  Library 
Volunteer  Services 


100 
240 


276 

130 

800 

13 


8,300* 

14,779** 
142 


Additional  Services, 
24,780 


Off-Campus 
Program,  403 


Oii-Campus 
Program,  175 


17 


y 


Perkins   School 
for    the    Blind 
Annua!    Report 
Financial   Summary 
for   the   Year 

Ending  August   3j ,  1992 

'■■A--: 


="^ 


18 


Resources 


Tuition 

Funds  Functioning  as  Endowment 

Investment  Income  and  Outside  Funds 

Other  Revenues 

Grants 

Other  Gifts  and  Resources 


12,914,843 
3,574,091 
3,156,782 
5,532,781 
4,072,137 
692,284 


Total 


$29,942,918 


Expenses 


Education 

Depreciation 

Employee  Benefits 

Buildings  and  Grounds 

Administration 

Special  Departments 

Household  and  Food  Services 

Interest 

Total 


15,052,196 
2,594,557 
3,225,364 
3,453,887 
2,115,979 
1,254,707 
792,591 
1,453,637 

$29,942,918 


Delis  EtTcnne 
Haiti 


19 


T  rs  e    Perkins 
Endowment 


he  gifts  and  bequests  of  Perkins  friends  make  it  possible  for  the  school 
to  sustain  the  excellent  quality  of  service  that  has  become  the  Perkins 
hallmark  over  the  years. 

While  a  few  foundation  and  government  grants  enable  Perkins  to  initiate  new 
programs,  the  consistent  support  of  donors  makes  possible  our  daily  academic, 
residential  and  home-based  programs. 

Those  who  wish  to  make  Perkins  School  the  recipient  of  a  personal  bequest 
may  use  the  following  form:  I  hereby  give,  devise  and  bequeath  to  the  Perkins 
School  for  the  Blind,  a  corporation  duly  organized  and  existing  under  the  laws  of 
the  Commonwealth  of  Massachusetts,  the  sum  of  dollars  ($  ),  the 

same  to  be  applied  to  the  general  uses  and  purposes  of  said  corporation  under  the 
direction  of  its  Board  of  Trustees;  and  I  do  hereby  direct  that  the  receipt  of  the 
Treasurer  for  the  time  being  of  said  corporation  shall  be  a  sufficient  discharge  to 
my  executors  for  the  same. 

Putapun  \omarak  r-i  •  i^  r  i       ^ 

ihaiiaiid  Such  a  notice  may  be  sent  to  the  Treasurer  or  the  Corporation  as  follows: 

H.  Gilman  Nichols 
u  Fiduciary  Trust  Company 

?S     /    '  1 75  Federal  Street 

',  ^  P.O.  Box  1647 

„.3^E^"*°"  jj,,_  Boston,  MA  01205-1647 


20 


Bequests 

James  N.  Abbott,  Jr. 
Mildred  Allen 
Mary  E.  Ashbrook 
Nedio  E.  Barrasso 
Philip  Boone 
Emma  S.  Brown 
L.  Walter  Brown,  Jr. 
Margaret  L.  Brown 
Maxine  E.  Chambers 
Helen  H.  Clark 
Mildred  B.  Codding 
Marguerite  T.  Cooch 
Dorothy  B.  Daly 
Charlotte  Danoff 
Sarah  E.  DiSano 
Amelia  Dyer 
Grace  J.  Doherty 
Lydia  L.  Hall 
Helen  Hammond 


Harold  D.  Hanson 

Bessie  Higley 

Bernice  W.  Hopkins 

James  P.  Howley 

Morris  Lampke 

Agnes  B.  McGivern 

Mary  R.  Miller 

Mary  M.  Murphy 

Cecilia  Nelson 

Alice  M.  O'Neill 

Ruth  Schaefer 

Stephen  Snow  Pierce 

Robert  Rimmele 

Fiske  Rollins 

Leon  Rosman 

Anna  Weiner 

Lois  E.  TeWinkel 

Joseph  E.  Wiedenmayer,  Jr. 

Dorcas  Whipple 


21 


Officers  of  the 
Corporation 

President 

C.  Richard  Carlson 

Vice  Presidents 
Mrs.  Mason  Fernald 
Dudley  H.  Willis 

Secretary 
William  A.  Lowell 

Treasurer 

H.  Gilman  Nichols 

Assistant  Treasurer 
Charles  C.  1.  Piatt 


Board  of  Trustees 

C.  Richard  Carlson* 
Frederic  M.  Clifford* 
Mrs.  Linda  DiBenedetto* 
William  J.  Edwards 
Mrs.  Mason  Fernald 
Albert  Gayzagian* 
Paul  S.  Goodof 
Loretta  Warner  Holway 
Mrs.  Ernest  Monrad 
Andrea  Lamp  Peabody 
Nicholas  U.  Sommerfeld 
Dudley  H.  Willis 


h^.^^2 


Honorary  Trustees 

Roland  M.  Achin 
lohn  W.  Bryant 
David  Cheever 
Gardner  Cushman 
John  Lowell 
Ralph  B.  Williams 


*  Appointed  by  the  Governor 
of  the  Commonwealth 


.-tff' 


/.< 


1: 


\ 


Mario  GrimaniS 
G  reece 


Juana  Gafeas 
;■.  Honduras 


Jarod  Westaway 
Massach  usetts 


Perkins    School 
^o^R    T  H.E    Blind 


175  North  Beacon  Street 
Watertown 
Massachusetts  92172 
Phone  (617)  924-3434 
Fax  (612). .926^-2027 
Telex  9012409886 


■K.' 


/ 


-S^ 


\ 


:^!. 


>\/ 


>   '/ 


\